Английский язык Учебник 10 класс Биболетова Бабушис

I jr H jlX^ I /Г У &yil T**+* r 1 ♦ r «*•) iV ;',t; ^ у I Student’s Booki М. 3. Биболетова, Е. Е. Бабушис, Н. Д. Снежко Английский язык Учебник для 10 класса общеобразовательных учреждений Рекомендовано Министерством образования и науки Российской Федерации к использованию в образовательном процессе в образовательных учреждениях, реализующих образовательные программы общего образования и имеющих государственную аккредитацию 2-е издание, исправленное ИЗДАТЕЛЬСТВО т и т у л т 1 т и L PUBLISHERS 2009 Learning to follow tips How to guess word meaning from context Taking notes from a text How to contribute to a group discussion of ideas How to do a role-play How to prepare for a presentation effectively How to give a perfect presentation How to conduct a class survey How to report on a class survey Contents Unit Section Grammar focus Function Vocabulary tjiiijiira start anew Page 8 1 Start anew Present perfect (Revision) Reporting the results of a group discussion (reasons for going to school) Giving a presentation on school-related topics Words and expressions related to school Collocations related to school Guessing the meaning of words from context 2 What's in? Reported speech (Revision) Reporting commaruls, requests, irustructions and suggestions Group discussion (school uniform) Reporting the results of a class survey (opinions on school uniform) Writing an article Preparing and presenting a fashion show Items of clothes Words and expressions related to clothes Numerical expressions Words and expressions related to a personal image 3 Are you keen on sports? Subjunctive I (1 wish -t-V-ed) Passive voice (Revision) Inversion Describing a kind of sport Advantages and disadvantages of doing sport (debate) Kinds of sports Collocations related to doing sports Exotic sports Expressions with as 4 Where words fail... Hypothetical situations referring to future or present (tf+V-ed + would) Emphatic sentences Reporting on the results of a survey (Class musical profile) Discussing social functions of music Writing an article (“An anthem of my getjeration") Music word web Adjectives to describe different kinds of music Verbs connected with music Collocations related to music 5 VSTiere does time go? Clauses of purpose (to / in order to) Pair discussion (prioritising daytime activities) Writing an informal letter of advice Group discussion (designing an ideal timetable) Time expressions and collocations with time Progress check Contents Unit * 2[_ Talking on family matters Page 54 Section Grammar focus Function Vocabulary I Exploring your family Pronunciation focus: Word stress in multi-syllable words Exploring and discussing family history Expressing attitudes to different kinds of stories Reading for gist / specific information Listening for specific information Telling a family story Adjectives used to describe family stories Collocations related to a family’s history Phrasal verbs 2 Family room Modals: Can / Be able to (Revision) Could vs was able to Listening for gist / for specific information Reading for gist / for specific information Guessing the meaning of unknown words from the context Giving an opinion in a group discussion (What’s better: to have siblings or be an only child?) Discussing embarrassing situations Names of relatives (Revision) Expressions related to feelings and emotions Expressions related to family relationships 3 What makes a family happy? Unreal past conditionals (Conditional III) (Revision) Listening for gist Making notes Discussing happy / sad / boring moments in groups Reading for gist / detail Discussion: expression preferences (for and against extended families) Writing short stories describing real life situations Kinds of families Collocations related to family relationships 4 Family disagreements V-ing forms Listening for gist / detail Reading for gist / detail Reading for gist Predicting the end of the story Discussing family relationships Listening for gist / specific information Role-play Word formation Finding words with a close meaning in the text (guessing the meaning from the context) Language of disagreement Collocations related to family relationships Describing friends 5 Days to remember Grammar tenses system (Revision) Reading for gist / detail Listening for gist Noticing a structure of a newspaper report Writing a report on an unusual wedding (picture story / expanding a journalist’s notes) Marri^ word web Progress check Contents Unit шшзшт Civilisation and progress Page 86 Section Grammor focus Function Vocabulary 1 Learning from the past Modal verbs: expressing degrees of probability in the past Comparative and superlative forms of adjectives (Revision) + qualifying adverbs Reading for gist / detail Talking about discoveries: expressing opinions (in groups), giving reasons, summarising, comparing Expressing suppositions referring to the past Listening for gist / titaking notes Reading for gist / specific expressions Talking about ancient civilisations: Supporting your view, giving examples, accepting reasons, agreeing / disagreeing Making a presentation Writing a composition Vocabulary to speak about discoveries Words often confused Parts of human face (Revision) Words to express size Do vs make 2 Progress and development Mixed Conditionals (Type 3 / Type 2 conditionals) Reading for gist / qjecific expressions / text analysis Writing a description of an invention Discussing inventions Prioritising Listening for gist / detail Talking about human dependence on technology Writing an opinion essay Talking about human impact on the Earth Word formation: noun suffixes -ence, -ance, -ity. -ty Vocabulary to speak about technological development International words Talking about the moral aspects of technological development Problem-solving (a new prize proposal) 3 Man-made wonders of the world Infinitive vs V-ing form (Revision) + with change of meaning Group discussion Making suppositions about the past Listening for gist / detail / making notes Collecting information Talking about a local man-made wonder Writing a description of a man-made wonder Verbs to describe creating / constructing (Revision) 4 Robots of the future Ways of expressing the future Reading for gist / detail Discussing the different perspectives of technological developments Making predictions Listening for gist / specific words / note taking Discussing advantages and disadvantages of new technological devices Reading for gist / detail of a literary text Discussing a literary text Project; designing a new robot Vocabulary to describe future developments of technology Progress check f Contents Unit Section Grammar focus Function Vocabulary The world of opportunillet Page 128 1 Away from home Ways of expressing preference, purpose, likes and dislikes be used to/get used to Speaking about your preferences whether to study abroad / do an exchange programme Writing a letter of application Words and expressions relating to studying abroad Expressions with get 2 From here to there Linking words and expressions Describing the route / the way somewhere Describing a picture Sharing your personal experience as a traveller Prepositions with means of transport The meaning of mind 3 Manners make the man Ways of forbidding things Agreeing on a set of class rules of behaviour Small talk Words and expressions related to norms of public behaviour 4 Culture shock Basic Politeness Rules (putting things mUdly) Role-plays Words and expressions related to culture shock Progress check Appendixes Appendix I School English.....................................................................160 Appendix 2 Learning strategies................................................................167 Appendix 3 Cultural guide.....................................................................175 Appendix 4 List of irregular verbs........................................................ 178 Appendix 5 Grammar reference..................................................................180 Appendix 6 Pictures cards.....................................................................188 Vocabulary....................................................................................190 Условные обозначения CG — Cultural guide j — текст для аудирования — работа в парах — работа в группе — задание повышенной сложности — работа с интернетом тп4 Section 1 Start anew Start anew 1 Fill the schoolbag with your expectations and worries. Walk round the room and read what others have noted in their bags. What do they say? Example: 1 expect to learn a lot of new English words. 1 am worried about having to take tests. 2 Read through the list of reasons why students go to school. Now rate the reasons according to those most and least important to you (1-11). to acquire general knowledge to get prepared for a future job to meet other young people to train your memory to learn something you will never use to find out what you are really interested in to please your parents to test your intelligence to learn how to study to have fun to learn discipline к Work in groups of four. Compare your ratings and say what the most / least important reasons in your group are. See “How to contribute to a group discussion of ideas” in “Learning strategies” (page 169). Dialogue vocabulary I Most of us think that the main reason for going to school is... We all agree that... Some people believe that... is more important. There was one person who said that... Among the least important reasons was... 4 Work in pairs. Discuss these questions. 1 Why do schoolchildren in our country change schools? 2 Have you ever changed schools? If yes. when and why? 3 How did you feel when you moved from primary to secondary school? 4 What is your feeling now that you have changed schools? 5 Read the extracts from Wendy’s diary. Are the statements below true (T) or false (F)? Pay 1 IVe just moved from middle school to high school and from a private one to a public one. Overnight, I was transformed from the oldest, most experienced student in the school into the youngest, greenest newcomer. Lots of things are confusing, like my schedule. I got lost today trying to find art class. And where is my maths class? Miles away from here... So it’s been great to lose that horrible uniform and wear jeans for a change, but there is much more to it than that. It’s been hard to make friends ciuickly. What I miss most is knowing everyone - we were all so close. We had been together for 9 years! Pay.5 I do miss my school a lot. Even the food was better. We had more variety, and there was that delicious pizza every Fridayill There were fewer students in rr^ previous school and not so many troublemakers. Here I feel terribly lonely. No one pays any attention to me. I wish I had stayed there! Pay 4 Today was full of surprises. My elective subject is team sports. I had chosen it because I had expected that there would be lots of other girls in it. I turned out to be VERY wrong. There were only five other girls and about 3C) boys! But this has actually turned out to be good. I’ve become friends with many of the boys from my class. Two months later IVe nearly completed a semester of public school. It’s still very hard I’m getting Ce {CO) on my report card for the first time ever. But I like it much better than private school. Public school doesn’t mean it’s easier. The homework is a bit easier but the tests are definitely harder. —-——^ —— T F 1 Wendy thinks nothing has changed much in her life. 2 She feels it’s hard to find her way in a new place. 3 She has to wear a school uniform in the new school. 4 She feels fine about not knowing her new schoolmates. 5 She spent nine years in the previous school. 6 There are more children in her new school. 7 The discipline is better in the new school. 8 She didn’t expect to make friends in team sports. 9 She used to get better results in the previous school. 10 She is getting used to the new school. 6 Work in pairs. Read the dictionary definitions of the words and phrases from the text and do the tasks below: a) Translate the words and phrases into Russian. Is it easy to do? Why or why not? b) Decide whether Wendy comes from the UK or the USA and how old she is. Explain why. Public school — 1 BrF. an expensive private school where students usually live as well as study. 2 AmE a school that is controlled and paid for with government taxes. Middle school — la school in the UK for children between the ages of 8 and 12, after they leave primary school. 2 a school in the US for children between the ages of 11 and 14, after they leave elementary school. High school — 1 in the UK. a school for children between the ages of II and 18. 2 in the US, a school for children between the ages of 14 and 18. Elective subject — AmE a course of study that you choose to do, rather than one that you must do. 'rivate school — a school providing education that the childrens parents pay for directly. 10 Semester — one of the two periods of about 18 weeks that the school year is divided into in some countries, for example, the US. Report card — AmE a document written by a teacher giving details of a students progress in school. A, B, C — marks given to assess a students work, indicating its (]uality: highest (A), good (B), or average (C). WORD FOCUS 7 Complete the word web with the words from Ex. 6 and the text in Ex. 5. Use your Workbook. s s 8 Work in pairs. Use the words from the word web to compare Wendy’s school with your school. Make up 2-3 sentences. Example: In Wendy’s school they don’t have to wear a school uniform but in our school we do. 9 Work in pairs. Tell each other about the best / worst thing that happened to you on the first day at school this year. D 1 1 Listen again and make notes in the table. Use your W'orkbook. On the first day at school Jane Chris John The best thing on the first day The worst thing on the first day В 110 Listen to three teenagers talking about their experiences on the first day at school and decide which of the speakers: 1 didn’t know anyone in the school _________ 2 mentioned some strict school rules ______ 3 felt nervous on the first day at school _ 4 liked the food in the new school ________ 5 didn’t like the school uniform _______ 1 2 Work in pairs. Complete the sentences about yourself and share your ideas with your partner. Like (a name / names) I... Unlike (a name / names) I... GRAMMAR FOCUS: PRESENT PERFECT (REVISION) See “Grammar reference’’ (page 180). 1 3 Use the words below to make up sentences about Wendy. Consult the rules in the “Grammar reference” if necessary. 1 Wendy / just / move / a new school. 2 She / already / make / lots of friends. 3 She / get lost / first day / school. 4 She / be / new school / two months. 11 14 Do the tasks below: a) Ask your classmates questions and find someone who: 1 has had their school bag for the longest period of time. 2 has changed schools most often. 3 has ever learned another language. 4 has made new friends this year. 5 has read some good books lately. Fxampic: How long have you had this school bag? b) Report what you have found out about your classmates. PRONUNCIATION FOCUS: STRONG AND WEAK HAVE Read the rules, listen to the sentences and mark strong and weak have. Then practise saying the following sentences. Have is strong if it stands alone without a main verb. It is weak in the question form. Have is often contracted (’ve) in statements if it is followed by a main verb. 1 Have you just finished your work? 2 They haven’t lived here for years. 3 She’s worked in the bank for five years. 4 Would you like something to eat? — I have just had something to eat. 5 I’ve worked hard this week. 6 It has rained a lot this year. 7 We haven’t seen her today. 8 They’ve seen that film six times. 9 It has happened several times already. 10 Have you got a spare pen? — I don’t think I have. 11 We’ve eaten at that restaurant many times. 12 Has he just left? 13 Someone has eaten my soup! 14 She’s studied Japanese, Russian and English. 16 Read what the.se students say about their .schools and choose the be.st options to define the words in bold. a “boarder" is a student who... a) lives at school b) suffers at school “to be homesick’’ means: a) to want to go out b) to miss one's home 12 V I “bright” means; ■ a) enthusiastic S b) intelligent H 2 “scholarship” means: H a) money an organisation gives you H so that you can study at a school______ В b) money you earn ч___J In our school if you are particularly bright, you are offered a scholarship. In my school class sizes are very-large, which results in some students being left behind or almost ignored. Every student would get more attention if classes were smaller. “to be left behind” means: a) to be as good as all the others b) to be slower than others О 1 7 Match the words in two columns to get meaningful word combinations. Because my school doesn’t have a uniform, students do not really feel they have a school identity and so they simply don’t care. I’m sure a compulsory uniform would help us develop more pride in our school. If something is “compulsory”, a) you can choose whether to do it or not. b) you must do it. 1 make a) uniform 2 report b) student 3 bright c) to a school 4 elective d) friends 5 be e) identity 6 be f) from parents 7 school g) card 8 compulsory h) subject 9 belong i) left behind 10 note j) homesick 1 8 Choose 3-5 word combinations to make sentences about yourself. Write them down, then go round the class to find the students who have ideas similar to yours. Report your findings to the class. 13 и 19 Work in groups. Do the following tasks. a) Look at the pictures and give your ideas: What was the school like 100 years ago? b) Make a list of your ideas. Share them with the rest of the class. Children sat at desks arranged in rowsl ^ F.ach desk had an inkwell and a groov^ for keeping a pen. 20 Read an extract from the book When I was young or Early 20th century and tick the things described in the text. Select and read the sentences aloud that explain your answers. 1 how the children got to school 2 school uniform 3 the size of the school 4 the school’s discipline 5 inviting parents to school 6 the cost of education 7 the area around the school 8 what they learned at school 9 the food they ate at school 10 the kind of a teacher they had Glossary cane — a stick used for punishing children in school prayer — the words that someone says when they are speaking to God sand tray — поднос c песком dip pen — перьевая ручка ink — чернила sew — шить knit — вязать coal — уголь As soon as we were old enough to go to school, we walked there by ourselves. We were lucky since the school wasn’t far from our house. Some children had to walk a mile or more to get there. There were three classrooms: one for the smallest children, one for the middle class and a big room for the oldest children. The headmaster, Mr Andrews, taught the oldest children. He was very strict. No talking was allowed. If you were bad, you had to come out and stand in front of the whole class. If it was really serious, you had to hold out your hand for the cane. It didn’t hurt too much. The schoolyard was divided by a wall. The girls came into school by the garden gate and the boys by the main gate. It was funny really. Although boys and girls were taught in the same class, we played in separate playgrounds with that wall between us. We started the day in the big room. We sang a hymn and said a prayer. The little children learned to write by drawing their letters in a sand tray. When you were older, you used dip pens with ink. I remember we had to learn our tables by heart and recite poetry. We did modelling with dark-green plasticine, and the older girls learned to sew and knit. There were no school lunches. We went home for ours, but children who lived too far away brought theirs to school. In winter, Mr Andrews made a hot drink and the children sat round the coal fire in the schoolroom to eat r 14 21 Read the text. Find where the following words appear in it Use the words in your own sentences. ____ walk prayer tables talking hand prayer sand ink lunches coal Example; The children walked to school because it was not far from their home. 22 Fill in the gaps in the text with the right forms of the words from the box. can have grow stay need learn go be try begin be Most Greek children never (1)... to school at all. Girls, to begin with always (2) ... with their mothers until they were married, either at home or working in the fields. Slaves, whether boys or girls, also (3)... not go to school, and many children in ancient Athens ICG] and Corinth [CG] and other Greek cities (4)... slaves. Any boy who was poor, even if he was free, could not go to school either since his family could not afford to pay the teacher, and besides they (5)... the boy’s work at home. There (6) ... no public schools. Still, people who could spare the money (7)... to send their boys to school, because without learning to read and write and generally becoming educated, boys could not hope to participate in politics when they (8) ... up. Greek schools were small. They (9)... only one teacher and about ten or twenty boys. Boys (10)... going to school when they were about 7 years old, and went until they were about 13. In school, boys (11)... to read and write, and also memorised large amounts of Homer’s Iliad and Odyssey (CG]. They learned to play the lyre and the pipes, and to sing. 23 At home talk to the oldest person in your family to find out what school was like in the time of their youth. Use the points below to guide you. Location of the .school How the students got there Class size Classrooms Discipline Subjects After-school activities School uniform School dinners Make notes and prepare to present your ideas to the class. 15 24 Look again at the school bag you filled in Ex. I. What worries of yours are the most common in the class? ED 25 Listen to a teenager talking to a psychologist about her problem and from the following list choose the reason why she feels stressed. 1 She hasn’t chosen her future profession yet. 2 She can’t organise her time effectively. 3 She is worried about her exams. 4 She has problems understanding her school subjects. S26 Listen to the first part again and complete the features of stress. © © ... ness © change in... © aches and... ... problems © itching and... © ... attacks в i 27 Work in pairs. Discuss whether you and your partner have similar problems. Dialogue vocabulary Would you mind telling me...? Could you tell me what...? I normally... I usually... And what about you? Oh dear! That’s a pity. Oh no! I see. Really? What can I do to be...? How do I know if...? SI 28 Listen to the second part of the recording. Write down the psychologist’s advice under the following headings. Use your Workbook. While revising; Me 1 Sleep:... 2 Food:... 3 Physical exercise:... ... 4 Rest:... ... 5 Revising:... ... While taking the exam: 1 Instructions:... 2 Breathing:... ... 3 Panic:... ... 4 Guessing:... ... 5 29 Work in pairs. Look through the psychologist’s advice again and put a tick (/") by the tips you follow and a cross (Л) by the ones you never do. Work with a partner and find out whether his / her habits are similar to yours. feeling... 16 i 30 I^isten to the last part of the recording and identif) the major advice given by the psychologist. Then put these words in their correct order. the your don’t the be world, pass of exam you it won’t If end Г'Ч 3 1 Work in groups and agree or disagree with the psychologist’s advice. Give your reasons and explanations. Ы32 Work in pairs. Read the jokes and give them a title. Then translate them into Russian. exam> moving frn Mini-project: Start anew 33 Work in groups of 3-4. Do the tasks: a) Read through the ideas and decide on 2-3 points to speak about: • your expectations at the beginning of the school year ^ • your worries at the beginning of the school year • your feelings during the first day at school • things you like about school • things you dislike about school and what can be done about them • what your school was like in the past b) Discuss the points you have chosen and make notes. c) Make a poster with the ideas you have discussed. You can draw' pictures and use photos to illustrate what you want to say. d) Give your presentations. See “How to give a perfect pre.sentation” in “I.earning strategies” (page 170). 17 Section 2 What's in? WORD FOCUS 34 Look at the photos and label the items of clothing the students have on waistcoat jeans T-shirt suit blouse blazer skirt tie trainers trousers shirt shoes l£i a 35 Work in pairs and take it in turns to describe the students in the pictures. Let your partner guess which person vou described. Dialogue vocabulary This picture shows... In the picture we can see... He / She has... and ... on. He / She is wearing... He / She also has... The colours are... It looks like... 3 In what country was a military-style uniform introduced? 4 For what reasons was a uniform introduced in some countries? 5 W'hy is the school uniform becoming popular in the USA? S37 Listen to the introduction of a show on school uniforms and check your responses in F.x. 36. D a S36 Work in pairs and discuss these questions. Make notes of your answers. 1 What country did the school uniform originate in? 2 Do all countries have national policies about school uniforms? 38 Listen to the recording again and discuss the following questions in pairs. Report your ideas to the class. In what country is the approach to the school uniform more reasonable? Why do you think so? Why' do you think there are so many' arguments about school uniforms? In your opinion, can a school uniform help to solve discipline problems? Why? / Why not? 18 I I dress code f 2 to take away ! 3 to go ahead f 4 to suppress a) to support a person or an idea that your believe is right b) a set of rules about what you should wear 5 in favour of 6 to back 7 logo 8 plain 9 brand name Д 10 trendy c) to stop yourself from showing your feelings d) a symbol that represents an organisation or company e) the name that a company chooses for its product f) to remove something g) simple in design with no decoration h) extremely fashionable i) to continue to do something j) to support something / someone I, 40 Work in two groups. Students from group A read Text A and fill in the information in the following table. Students from group В do the same with Text B. Use your Workbook. Teenagers protest over school uniform Students at Trinity College (CG) in Royal Leamington Spa [CG] on October 10 boycotted [CG] their first lesson in protest over the introduction of a uniform. The students were surveyed and voted to retain the existing dress code allowing them to wear their everyday dress. The school governors, however, sent parents a letter informing them that a school uniform would be compulsory for the new school year in September. One of the protestors, a 15-year-old girl said, “They will destroy the wonderful atmosphere of our school. They will take away our individualism if this goes ahead.” Another student said, “They are just ignoring the views of everybody; parents, students and staff. When they asked us last May whether we wanted uniforms, most people said no. Quite a few parents agree with this protest.” Head teacher Catherine Fields said a lot of the clothing that the students were wearing was not suitable for school. She added that she did not believe that a uniform ippressed anyone’s indis'iduality. Сё) Students demand dress code A survey of students at Wilma Compre hensive School (CGj in Wheidrake, Vorl (CGI, ^u .... tvr __« V»! CS [CGj, produced a 2 to 1 vote in favour of a dress code at the school for the first time in its 15-year history. A survey of parents also backed the idea. The school has 800 students aged between 6 and 17. The new uniform was officially launched by the school in September. Students wear a polo-shirt or a T-shirt, both w'ith the school logo. There are no rules for jackets, trousers and shoes, and jeans are not banned — but students are asked to wear plain colours and to avoid brand names. The head teacher has said, “Many parents cannot afford to buy the trendy clothes their children want to w-ear at school. Last school year a group of 9-years told me that there was some bullying around who was wearing w hat kind of clothes and whether they were brand name or not. They thought that some kind of uniform would help to stop it.” 19 в в I 41 Form pairs A-В and ask each other questions to fill in the remaining column in your tables. Use your Workbook. 42 In groups of 3-4 discuss the questions and report your ideas to the class. 1 Do you agree that a uniform suppresses students’ individuality? 2 What do you think students should wear at school? Why? 3 Who should decide what to wear / whether to wear uniform? W’hy do you think so? 4 Should a school uniform be fashionable? 43 Work in pairs. Pul the ideas from the box in two categories: (-•-) What’s good about a school uniform? (-) What’s bad about a school uniform? Add your own ideas. Use your WorkbrK>k. • discrimination because of clothes • sense of belonging to a school • being proud of your school • opp>ortunity to express your individuality • having your own style • competition in dress at school • not everybody can afford trendy clothes and brand names • everybody looks the .same • some fashionable clothes may di.stract some students from their study • opportunity to show that you have something more to you than just your clothes В 44 Write an article expressing your opinion about school uniforms. See “Writing an article” in “Learning strategies” (page 173). Mini-project; School survey В 45 Work in groups of 3-4. Conduct a school survey about the introduction of a uniform at your school. Use the following guidelines: 1 Write down the questions you would like to ask your schoolmates about uniforms. 2 Prepare questions for parents / teachers. 3 Decide how many people you are going to ask and who will do the asking. 4 Conduct a survey. 5 Collect and summarise the results. 6 Prepare a brief report on your findings. It can be a presentation or a poster. Dialogue vocabulary See “How to conduct a class sun'ey” in “Learning strategies” (page 171). The majority of students in our class... It is quite common for girls... Boys tend to... Not many students think... Very few students believe that... Nobody supports... The most popular argument for / against, is... GRAMMAR FOCUS: REPORTED SPEECH (REVISION) 46 Find in the texts (from Ex. 40) sentences in direct speech and change them into reported speech. See” Grammar reference” (page 180). 20 47 Yesterday a group of students from Britain visited Kate’s school. Kate and her friends asked them some questions. Change the questions into reported speech. Where are you from? What places in Russia have you visited? What in Russia impressed you most? Where do you want to go? Do you like Russia? How long are you going to stay here? тый 48 Turn these sentences into direct speech. The teacher saW that a new uniform was 0о'щ to be introduced in our school the following year. He told us that a discussion was planned to decide what it would took like. He suggested that we should take part in it if we wanted our opinions to be heard. He thought students had a lot of ideas that would help make a new uniform look nice and fashionable. GRAMMAR FOCUS: REPORTED COMMANDS, REQUESTS, INSTRUCTIONS AND SUGGESTIONS 49 Read and remember. • To report commands, requests, and instructions, we use tell / ask + sb + (not) infinitive. Other verbs used to report orders and requests in this way are: command, order, warn, advise, invite, forbid. Mother asked Tom to help her. He told us not to be late. The policeman ordered him to get out of the car. • To report suggestions we use suggest + -ing form or suggest + that sb (should) + infinitive without “to”. Other reporting verbs used in this way are: insist, recommend, and demand. I suggested going to the cinema. / / suggested that we (should) go to the cinema. 50 Turn the following sentences into reported speech using the words in brackets. 1 “I don’t care what you say! I’m going to wear this dress and that’s that.” (girl / insist) 2 “Put your hands up.” (soldier / command) 3 “That’s great news! Let’s have a party to celebrate.” (students / suggest) 4 “Don’t sit on that chair, it’s broken.” (granny / warn) 5 “You should go to the doctor.” (mum / advise) 6 “We are organizing a New Year party. Will you come?” (friends / invite) 7 “You mustn’t go out late.” (dad /forbid) 8 “Give me all your money!” (mugger / demand) 9 “Why don’t you take a taxi?” (Mike / recommend) 21 51 Tell the jokes using reported speech. WORD FOCUS: COMPOUND NOUNS 52 Read translate and remember. 15-year history 10-minute break 9-year pupils 3-hour show 5-star hotel 5-day trip 3-level course 2-hour lecture 15-minute presentation Voice on phone: John Smith is ill and can’t attend classes today. He requested me to notify you. Teacher; All right. VVTio is this speaking? Voice: This is my roommate. О О О John; If the headteacher doesn’t take back what he said to me this morning, I’m going to leave the college. David: What did he say? John; Leave the college! 53 Read and listen to the dialogue. Fill in the missing words. James: Hi, Clare! How was your weekend? Clare: Hi! It was fantastic! We went on a ... to Cornwall [CG]. James: Did you? Where did you stay? Clare: At my aunt’s place. She lives in an ... house. James: Does she? Sounds great! Clare: Just imagine: a ... on a cliff top overlooking the sea! James: Wow! It must be gorgeous! Clare: It is gorgeous! My aunt,..., took us on a ... round the place and told us stories about our ancestors. James: I wouldn’t be surprised if you said the place was haunted! Clare: It is! My aunt told us it was haunted by a chief pirate. 22 54 Use 4-5 words from the list in Ex. 52 or that are similar to make your own short dialogues. 55 What things are important for your image? Complete the word web in уош-Workbook. Work in pairs and compare your webs. C accessories ^ shoes ) C c 3 ! ( image ^ 3 c I 'i a 56 Work in pairs and discuss the question below. Explain your opinion. Which of the thlkvgs iwevitlot^ed ua. бл. ss art the iwost LtwportniAt to you? S Use: fashionable, stylish, trendy, cool, modem, smart, elegant, neat, up-to-date, out-of-date, look nice, look friendly, look smart, feel comfortable, feel confident, feel independent, be popular, be unpopular 57 Listen to the teenagers speaking about fashion and make notes in the second column of the table. Use your Workbook. Name Is fashion important to you? Why? Why do you dress the way you do? Is it important to you that the clothes match? Is other people’s opinion about your clothes important to you? Maria Peter Julia You В 58 Listen to the interviews again and fill in columns 3-5 of the table. Use your Workbook. 59 Answer the questions in the table and then fill in the last line of the table. Use your Workbook. Whose opinion is closer to yours? 60 Look at the pictures and say which clothes the people have on are still in fashion now? Why do you think they are still fashionable? Example: The jeans in the second picture [ * look quite modern. 1 think jeans are always ^ ^ in fashion because... 61 Read the text about fashion and choose the best answer for the following questions. 1 Ihetextis... a) an article from a fashion magazine. b) a message to an Internet forum. c) a part of an essay about fashion. 2 'Ihe author wanted tt>... a) ask for advice about what to wear. b) express his opinion on fashion. c) criticise the .style of the 70s. 3 The author of the text thinks... a) the clothes young people w-ear should be original. b) people should always look fashionable. c) clothes should express one’s indisiduality. Sam. 16 Alright, shall I start from the beginning? Shops today seem to have nothing better to offer than almost exact copies of our parents' clothes. Okay, so the clothes have changed a bit but for the most part they’re the same. I refuse to follow this trend vi/ithout a fight I like to be creative and original and. most of all, enjoy what I’m wearing. Sorry if I’m offending someone if you like this trend. I'm not saying you’re a bad person or anything. But let me exercise my freedom of speech here. Why not get some originality in your life and stop dressing like your parents? Thanks for reading and I hope you’ll think twice before buying those bell bottom jeans. 62 Read the replies to Sam’s message and decide whether the teenagers share Sam’s opinion. f I agree that we’re dressing in clothes that look similar to what our parents wore in the 70’s, but really they’re not the same. And you shouldn't jump to conclusions. It simply means that we like the style. You talk about originality. How original is wearing something you saw your friends or your favourite celebrity wear! In my opinion, that’s not being very original. If you want truly original stuff, then buy things and change them yourself. You can make a pair of jeans, a skirt, a long-sleeve shirt, a short-sleeve one and so on. Just keep at it. Someday you’ll look at yourself in the mirror and you’ll see a completely different person wearing the clothes you like! 24 Michanl. 17 / Don’t forget that everything has to come from somewhere. I think some of the styles today might be like the 70’s. But remember, we do have a lot more creative fashion now and we've also got a lot more colour What it comes down to is that I think people should just wear whatever they want. i Mary, 16 I totally disagree with you! Styles are not just copying the 70's right now! In fact, there isn’t even just one style — there is stuff from the 50’s and 60’s and even the 80’s and now. It’s hard to define just one style for 2000 and up! And be grateful it’s the 70’s and not the 1400’s! 63 Read the sentences below. Match each of them with one of the messages in Ex. 62. 1 Be yourself and change the clothes you have into the things you really like. 2 Wear what you want and create something new. 3 Enjoy all of the different styles that are possible now. 164 Work in groups of 3-4 and discuss the questions. 1 W'hich idea from the messages above is closest to your own opinion? 2 Do you think it is important to look fashionable or different from others? Why? 3 What determines a person’s style in clothes? 4 What can you do to look different from others? Make a list of your ideas. Mini-project: Fashion show I*'. “^65 Work in groups. Prepare a fashion show for your class. Use the following guidelines: Design 2-3 pieces of fashionable teenage clothing. Imagine casual, party and school clothes. Remember that the clothes should be fashionable and comfortable and should be suitable for the occasion you recommend them for. Prepare a sample, a picture or a poster and decide how to best present your ideas. Get ready to present your ideas to the rest of the class. 25 Section 3 Are you keen on sports? i 66 Work in pairs. Take it in turns to describe a kind of sport you like doing but do not name it. Guess which sport your partner is talking about. Example: In this sport the players... The winner is the first person / team who manages to... People mostly do it because they... and besides, it is... I personally think that this sport... Use; • Who: player, athlete, participant,... • Action: throw, jump, run. fight, ride, dive, climb, throw, play in a team... . Why: to be fun to do, to keep oneself fit, to need a bit of excitement, to have a brilliant time, to get the best results, to have fun memories, to develop someone’s balance and coordination, to give a real thrill, to feel proud of oneself, to get more organised... • You: any personal experience with or attitude to this sport 67 Listen to the radio programme and tick the kinds of sports students would like to learn in PE (Physical Education) lessons. Use your Workbook. basketball snowboarding karate tennis rock climbing mountain biking diving ice skating football judo dance .skiing gymnastics long jump m 68 Listen again and answer the questions. 1 What do the students who took part in the interview want? 2 Why do they want this? 3 What reasons do they give to support their opinions? В 69 Work in groups. Discuss what kinds of sport you would like to introduce as an alternative to PE at your school. Make notes of your discussion and report your ideas to the rest of the class. Dialogue vocabulary I think we should have... I would want... because... I would love... because... It would be well cool!!! I wish we had lessons on...! Its fun to do! We need a bit of excitement don’t we? 26 GRAMMAR FOCUS; SUBJUNOTVE I (I WISH...) 7 0 Read and remember. We can use wish with the past tense to say that we would like something to be different (i.e. express regret about the present). I wish + past verb form I wish we had lessons on football! (We don't have them now.) I wish we didn’t have such boring PE lessons. (Our PE lessons are boring now.) I wish we could have fun in our PE lessons. (We can’t have fun now.) We sometimes use were instead of was in this structure, especially in a more formal style. I wish 1 were more sporty: I would be healthier then! 71 Look at the pictures and make sentences expressing people’s regrets. Use the structure from the box above. Example: The weather is cold and rainy and it’s late spring now. I wish the weather were warmer as it is late spring now. a) Ann is at home doing housework and all her friends are outdoors, pla)Tng in the playground. b) Lisa is very sad because most of her friends have got new trainers and she hasn’t. c) Nikita eats too much pasta and is rather plump. He’d like to weigh less. d) Matthew is a doctor but he wants to be a tennis champion. e) Andrew cannot play basketball but he’d like to be able to. f) Maria doesn’t get good marks in PE but she w'ants to. га ---..... ^—I— 72 Complete the sentences. Use your Workbook. I wish I could... I wish I had... I wish I were... I wish my be.st friend were... I wish my PE teacher were... 73 Work in pairs and share your answers. Ask questions about your regrets and give each other some advice. Example: — You’ve written that you wish you could play chess well. W'hy is that? — I wish I could pla)’ chess well because my elder sister always wins and I always lose when we play chess. — If 1 were you, I would start taking chess lessons and play more often. — OK, thank you! That’s good advice... Let’s see. And you have written that you wish... ------—' Kiiking” is an activity that began Estonia in 1997 and is now becoming increasingly popular. What is it. you ask? Kiiking is when you stand on a trapeze-like .swing and attempt to complete a full circle up and over a bar. Not only do you have to go over the cross-bar. but you must go further each time since they lengthen the swing. The challenge then is to see who can do a full circle on the longest swing. Spectators observe the athletes in this competition with wonder, as it is fascinating to watch their grace and strength. Estonians have now increased the record to seven metres. How high do you think you could go if you went kiiking? 74 Read the texts and match them with the pictures. (You have 5 minutes to complete the task.) © What on earth is a zorb? To put it simply, a zorb is a large inflatable ball that you climb into and stay inside while you roll down a hill. There are two different types of zorbs: the dry zorb and the wet zorb. When you ride in the dry zorb, you are securely strapped in and then rolled over the top of the hill. From this point on, you are the passenger on a very exciting ride, rolling and bouncing all the way down the hill! The wet zorb. however, is a totally different type of ride to the dry one. In the wet zorb, you are not strapped in and are instead encouraged to stand up and run like a hamster in its wheel. The challenge is to remain upright all the way to the bottom of the hill. This may sound easy, so to make it a little harder, try' it with some warm soapy water inside. As soon as the zorb goes over the top of the hill, you’ll be all over the place. You’ll feel as if you were in a washing machine! The dry zorb is a lot of fun and is definitely worth trying, but the w'et zorb is the best! (https://»\’vvw.extreamedreams.co.uk) 28 Glossary inflatable — надувной securely strapped — надежно закреплены roll and bounce — катиться и подпрыгивать upright — стоять или сидеть прямо lengthen — удлинять(ся) pick up — зд. научиться keep attached — удерживать If you have ever snowboarded or skateboarded, then sandboarding should be easy for you. It has the same principle as downhill snowboarding, but instead of travelling across snow, you travel across sand. If you have never done any kind of snowboarding or skateboarding, it is still very easy to pick up. For a first-time sandboarder, all you really need is the sand-board itself. A sandboard looks a lot like a snowboard and even has similar bindings to keep your feet attached. To get the best results out of your sandboarding experience, you should do the sport on soft dry sand dunes. Wet sand can make the board stick and this makes for a bad ride. But be careful! Although you are riding on soft sand, accidents can still happen. A helmet is usually a good idea. (http;//www.extreamedreams.co.uk) 75 Read the texts again and decide which one... (You have 10 minutes to complete the task.) 1 gives advice on safety while doing the activity CD 2 compares the person doing the activity with an animal CD 3 gives examples of two similar kinds of activities CD 4 mentions the competitive nature of the activity CD 5 describes the equipment needed for the activity CD 6 stresses the impression the activity- has on spectators CD 7 mentions the country the activity originated in CD 8 says that it is easy to learn how to do the activity CD 9 requires a special type of surface to do it CD В 76 Work in pairs. Discuss which activity described in the texts you would like to try. Report your ideas to the class giving your reasons. Dialogue vocabulary I think that it would be great to try... In my opinion, kiiking would be exciting because... If you want my opinion. I’d prefer... My view is that riding in a zorb would be... because... 29 WORD FOCUS; EXPRESSIONS WITH AS 77 Read and remember. As soon / quickly / much... as — is used for showing comparison As soon as the zorb goes over the top of the hill, you'll be all over the place. As if is used for emphasising that something is not true or is not important. You’ll feel as if you were in a washing machine! as = because We may use as as an alternative to because when the reason is already known to the reader. Spectators observe the athletes in this competition with wonder, as it is fascinating to watch their grace and strength. Same ... as = exactly like another person, thing or way of doing something. It has the same principle as downhill snowboarding. 78 Fill in the gaps in these sentences with the as expressions from the box. as if I were as it is the same way as as soon as 1 This exercise is done in absolutely ... the previous one. 2 I think people should avoid doing extreme activities ... difficult to know what might happen. 3 ... I’m awake, 1 always do some physical activity to give me a good start to the day. 4 After winning our school competition, I felt... a hero. 79 Work in pairs. Describe an activity you enjoy doing. Use expressions with as. Follow the steps: a) say what the activity involves b) say what you feel while doing it c) say why you like it d) compare it to another activity GRAMMAR FOCUS; PASSIVE VOICE (REVISION) В 80 Complete the following text with the correct active or passive form of the verb in brackets. Pay attention to the tense of the verb. See “Grammar reference” (pages 181 and 183). The Olympic Games The first record of the Olympic Games dates from 776 BC but it is likely that many competitions (1) ... (hold) before then. The modem Olympic Games (2) ... (begin) in 1896. America (3) ... (host) the modern Olympics 4 times, Australia twice, and in 1980 it (4) ... (be) Moscow that (5) ... (host) the Summer Olympic Games. No Olympics (6)... (hold) in 1916, 1940 and 1944 because of war. The Winter Olympics (7)... (begin) in 1924, originally the same year as the summer competition, but now (8) ... (hold) on alternate years. The Olympic Games (9) ... (change) over time and (10) ... (regulate) by the International Olympic Committees [CG]. Almost every sport, from archery to yachting, (11)... (include) in the Games and it (12)... (continue) to be the world's largest sports event. 30 81 Work in groups. Make a list of actions that are normaII> done at a sport.s centre or a stadium. Example: Tennis matches are held at a sports centre. Use: to hold matches to score points to set records to welcome spectators / athletes to organise competitions to award prizes to invite spectators to demonstrate good results a) Develop your ideas. Mention who does these activities, how often they are done, where they are done and why. b) Write a short paragraph describing your local sports centre. Compare your description with others in the class. GRAMMAR FOCUS: INVERSION 82 Read and remember. Quite often in English, certain expressions vcith a negative meaning are placed at the beginning of a sentence. English speakers do this to stress the point they want to make. This usually makes what the speaker is saying more striking, original or surprising in some way. In order to make such a statement, inversion (обратный порядок слов) is necessary. \ot only do you have to go over the cross-bar, but you must go further each time since they lengthen the swing. Вы не только делаете полный оборот вокруг горизонтальной оси, но и продолжаете крутиться дальше, поскольку качели с каждым разом удлиняются. The same rule applies to: rarely, seldom — редко, изредка scarcely, hardly — только, едва ли, едва never, never before — никогда, никогда раньше no sooner — не раньше чем 183 Tran.slate these sentences into Russian. 1 Not only did we win the match, but we also gained very warm support from our fans. 2 No sooner had 1 entered the gym when the PE lesson began. 3 Rarely do we see such exciting football matches! 4 Scarcely had we finished playing the second round when the bell rang for afternoon classes. 5 Never before had 1 seen such an impressive performance as there was during this tennis championship. 6 Seldom do we walk on such green grass! PRONUNCIATION FOCUS: SENTENCE INTONATION 84 Listen to the sentences and practise saying them. Pay attention to sentence stress and intonation. Щ 31 Mini-project: Debate S 85 Work in groups. Discuss the advantages and disadvantages of doing a sport and decide whether it is worth doing it or not. Use the following steps: a) Sort out the ideas from the following boxes and place them into two groups. Use your Workbook. Advantages Disadvantages ... ЩЫ be p^lfcan^'^ play be charac/r?’^ a team) ''*"d'ngo„,be,p„ Doing spoi^ts b) Add more ideas of your own. Use your Workbook. Expand these ideas and give examples from your own experience. Make notes. Example: 1 think doing sports may make you healthy but it certainly doesn’t build confidence. I am not very confident and PE certainly doesn’t help — 1 think it actually does quite the opposite! When I cant do a handstand in g>Tn and everybody is laughing like mad, 1 feel really awful. Sports are not worth doing! c) Hold a debate. Choose a chairperson and divide into two groups (A supports the idea; В is against the idea.). Then take turns exchanging your arguments. V'ote on your final decision. See “How to improve your debating skills” in “Learning strategies” (page 172). ■CO' Dialogue vocabulary What do you think of...? How do you feel about...? Speaking personally, 1 think that... My view is... Do you really think so? Well, I’m not really sure you’re right. You can’t be serious! You must be joking! If you ask me... If you want my opinion... As I see it... Yes, that’s exactly my opinion. That’s just how I see it. That’s how I feel. 32 86 Match the words from the text with their definitions. Use a dictionary if necessary. 1 dignity a) public appreciation for a person or group’s achievements 2 recognition b) angry because of something that is wrong or not fair 3 to award (somebody) c) a quality in a person that makes them deserving of respect because of their behaviour or appearance 4 outstanding d) to give something valuable, such as money or a prize, following an official decision 5 indignant e) much better than ordinary; excellent 87 Fill in the gaps in these sentences with the words from Ex. 86. Make any necessar)' changes. 1 The Russian athletes wrote an ... letter to the International Olympic Committee complaining about the judges’ unfair actions. 2 After the successful football match our coach said that we’d done an ... job. 3 Marion Jones ... (passive voice) the Sportswoman of the Year title. 4 Alexei Nemov wanted to finish his career with ... and managed to do this. 5 He gained ... as an expert in martial arts and was invited to stage the fighting scenes in many films. Glossary 88 Read the texts A-E and decide where each one comes from. a) Choose from the following list: • a teen magazine • an evening new'spaper • a sports magazine • a womens magazine b) What helped you come to your decision? submit a request — направить запрос Russian Federation of Journalists Covering Sports — Российская федерация спортивных журналистов fair play — honest behaviour, usually according to established rules submit a note of protest — направить ноту протеста *^ (1, Athens lCG|01ymp.cs © ieCommUteewillawstdAtoei The Russian Olympic о demonstrated Nentov with M0.000 ^ th' not only an the Athens Olympics. an extremely strong wiU at me ITAR-TASS -зп Federation oflourn^- In addition, the Russt^ request to the ists Covering ^co^mittee to grant Alexei 33 © The Russian athlete became the victim of some unfair judges who gave him unreasonably low marks for his performance at the horizontal bar. The public in the Olympic stadium became indignant with the judges’ decision. For 15 minutes, spectators expressed their protest by shouting and whistling. It was not only Russians but also the sports fans of other nationalities, including Greeks, Italians, Germans, Americans, Japanese, Koreans, Spanish, and Canadians, who participated in this protest. This public recognition was the true medal for the Russian athlete. © Com„,„ee. Ьш °Wlc -'■«ys remember A^ ЫеГ ’ gymnast as well as a егм , ^ Ы-.Ые.ГсеагееГг:ГГь“гХ""‘'''^ © “I finished my career with dignity, just as 1 had hoped. 1 am grateful to my fans, who eave me a tremendous amount of support, it is true happiness for an athlete when the public understands what is really going on. said the famous gymnast. © Being of such sound character, Alexei Nemov is sure to gain much success in his life beyond his athletic career. 34 89 Match the words and phrases in these two columns to get meaningful expressions. Then write them down in your Workbook. 1 to gain a) play 2 fair b) recognition 3 to be c) judges 4 to become d) performance 5 public e) will 6 to express f) grateful to somebody 7 unfair g) low marks 8 unreasonably h) indignant with something 9 outstanding i) your protest 10 strong j) support 90 Look through the text once more and say which paragraph... 1 quotes the athlete’s actual words to support the journalist’s opinions Q 2 makes a prediction about the athlete’s future life D 3 informs the reader of future actions CD 4 gives the journalist’s opinion on the events П 5 explains what caused the actions that are going to be taken O 91 Work in groups. Discuss the following questions. 1 What was “the true medal” for Alexei Nemov at the Athens Olympics? Why? 2 How does the athlete define happiness? Why? 3 Is fair play important in sports? Why do you think so? 4 Could any champion be called a winner? 5 Could an athlete become a champion without winning a competition? 92 Think of other examples of people who have shown much dignity in their life. Write a description of their achievements. Section 4 Where words fail... 93 a) First answer these questions individually and then discuss your answers in pairs. 1 How much do you like music? veri^ mjch & little <((iite a let net much at all 2 What is your favourite kind of music? HARO ROCK JAZZ POP CLASSICAL ROCK OTHER 3 What is the name of a musician you are now listening to the most? b) Did you find an^-thing in common for both of you? What are some of your differences? 35 94 Listen to the teenagers talking about their music preferences and match the names of the pop stars with the speakers (CG). Use your Workbook. Name of pop star Speaker's opinion Your opinion Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 SI 95 Listen again and match the speakers with the following opinions. Which of them do you personally share? a) Music should be fast so you can dance to it. b) It is important for music to have a clear and strong beat. c) You should be able to relax when you listen to music. d) Music should be fiin and upbeat so that you can sing along with it. e) The lyrics (words in music) can sometimes be difficult to understand. WORD FOCUS 96 Create a word web using the words from the box. Use your Workbook. Some expressions may be used in several categories. verbs: compose... adjectives to characterise a piece of music: tuneful... adjectives to characterise a musician / singer: talented... M U S I c kinds of music: classical... how music affects you: makes you feci happy / sad... the words you can add: Use; melodious light want to listen over and over again makes you fee! happy (sad) play organ compose perform romantic classical modern slow violent cute favourite talented tuneful lovely cool energetic folk cheers you up makes you smile (sad) fast joyful pleasant popular sweet-sounding lyrical rhythmic country dance background serious makes you feel bored want to dance / sing gets you relaxed га 97 Work in pairs. Compare your word webs and help each other with the expressions you find difficult to understand. Consult a dictionary, or your teacher, if necessary. 69 98 Think of ways different kinds of musi affect you. Use the expressions from your word web. Work in pairs and sh your ideas. Example: Classical music always makes me feel happy and makes me want to... k 36 Mini-project: Music preferences profile 8 99 Compile your group’s profile. Follow these steps. a) Answer these questions about yourself and make notes. 1 Who is your favourite singer / musician / musical group? 2 How often do you listen to them? For how long? 3 Why do you like them? 4 What does your favourite music make you feel? 5 What would your life be like without music? b) Work in groups of 4-5. Discuss your answers and summarise your results. Make notes of your discussion. c) Report your group’s musical preferences to the class. Dialogue vocabulary I The most popular names of singers / musicians are... Generally, people in our group listen to music... for... It is quite common in our group to choose... because... Most of the people in our group say that they feel..., but some of us feel... It’s typical of teenagers to think that life without music... GRAMMAR FOCUS: HYPOTHETICAL SITUATIONS REFERRING TO FUTURE OR PRESENT 100 Read and remember. If we are talking about a hypothetical situation, we use: would / wouldn’t -I- verb My life would be sad without music because I like it. Often when we talk about a hypothetical situation, we need a conditional sentence with if to explain it. /F-CLAUSE If + past simple If I had the chance to meet a pop star. MAIN CLAUSE would + infinitive I would like to meet Eminem. Notice that we use the Past simple (or past continuous) after if even though we are talking about a present situation in general. We can use were instead of was after I / he / she / it. If I were rich, I would buy a record studio. We can change the order of the if clause and the main clause. I would probably become a singer if I put my mind to it. Instead of would, we can use might or could. If you listened to music more, you might feel happier. 101 Match the two columns to make complete sentences. More than one combination is possible. Translate your sentences into Russian. 1 If the concert didn’t start on time. a) if we found good music to dance to. 2 If his songs were performed. b) if we invited a band to play at the partv. 3 We could oi^anise a party c) if I invited my friend to listen to music. 4 I would buy the tickets d) you wouldn’t be able to find the seats. 5 We would surely have fun e) I would be surprised. 6 If you came late. 0 if you asked me to. 1 7 My mother wouldn’t mind g) he would become famous. 37 102 Макс questions out of the given words. The first and the last words of each question are underlined. • you music What listen if this evening? to had some you free time would • might wanted you dance, music what choose? If to you • musical you If could play a instrument, what he? would it instrument • he? you a famous you If pop could singer, who become would • How would life be were famous? different if you your В Ami Agi »h6peee« AiMc 3 :t i «• 103 Work in pairs. Ask and answer the questions from Ex. 102. You can add any questions of your own. The most meaningful activities in my life revolve around music. When I listen to my stereo or play my drum set, I leave this vvorld and enter one of my own where time stands still. I have been a fan of music since I was nine and listened to bands like U2 [CC] and singer Bryan Adams [CG] Besides just listening to music. I have been playing the drums almost every day for five years and have the calluses to prove it! It was my older brothers who taught me almost everything I know about music, drumming and life in general. They're the real reason I’m interested in becoming a musician. My tastes in music have totally changed and matured since I began listening and playing years ago, but the fact remains that without music, my life would not be complete When I am not listening to music or playing the drums, I play with my punk band called Never Again. We have only been together for three months, but we vrark hard. Besides doing the percussion. I also write lyrics. This is always a good way for me to express any bottiednjp emotions I have. I can't imagine my world without music. I am not sure what I would do with my time. Creating, practicing and writing lyrics for my band has become the focus of my life. I dream of playing in front of thousands of fans in a sold-out arena where my music and words could be heard by everyone. Darren, 16 104 Read the essay an American teenager Darren, 16, wrote to an online teen magazine and answer the questions. 1 What does Darren enjoy about music? 2 How long has Darren been playing the drums? 3 Who taught Darren to play? 4 How has Darren changed since he started playing? 5 What is the name of Darren’s band? 6 What kind of music do they play? 7 What else does Darren do for his band, besides playing the drums? 8 What is Darren’s dream? (From Teenink magazine) Glossary revolve around — крутятся вокруг calluses AmE — мозоли percussion [рэ'кл/эп) — musical instruments such as the drums that you play by hitting or shaking bottled-up emotions (informal) — negative emotions like anger and di.sappointment that are not expressed sold-out — if there are no longer any tickets available for purchase for an event, concert, autoshow or performance *rrrr. • il 38 105 Read the text again and say what kind of a person Darren is. Give reasons for your answer. Use: devoted, persistent, talented, hard-working, creative, ambitious, grateful 106 In the text find words or expressions that mean: 1 someone who likes watching or listening to something, or who strongly admires a famous or an important person 2 something that a person is concentrating on or paying particular attention to 3 serious, useful or important 4 to start behaving like an adult; to become more sensible with age 5 the words of a song 6 including all parts, details or features; full GRAMMAR FOCUS; EMPHATIC SENTENCES S 107 Work in pairs. Discuss the following questions. 1 Are you a fan of any musical group or singer / musician? What is it that makes them special to you? 2 What activities in your life do you consider meaningful? Why? 3 What do you think is more important in a song: the lyrics or the tune? 4 What makes your life complete? Describe it. 5 Do you have a focus in your life? What is it? 6 Would you call yourself a mature person? Why? / Why not? 108 Read and remember. If we want to focus on a particular part of a sentence and to stress what we want to say, we use the following construction: It -I- be -I- focus + relative clause (that / who / when) Such sentences are particularly useful in writing when we cannot use intonation for purposes of focus or emphasis. But this construction is also frequently used in speech. Compare these sentences. My older brothers taught me almost everything I know about music. It was my older brothers who taught me almost everything I know about music. 109 Change the sentences focusing on the underlined words. Use the construction from the Grammar focus box. 1 The singers appearance was very ordinary; his voice impressed me. 2 We put up with her bad character only because of her intelligence. 3 We’re now going to listen to this new pop song. 4 We had first heard this rock group at this concert hall. 5 They couldn’t stop applauding because they were so thrilled by the music. PRONUNCIATION FOCUS: SENTENCE INTONATION Listen to the sentences and check to see if your sentences are correct. Then practise saying the sentences. Pay close attention to the intonation. 39 а i 111 Read the text and take notes. Give the text a title. See “Learning strategies” “Takitig notes front a text” (page 168). Music is a common feature of every culture, and is one of the most popular human interests in the world. People listen to music to suit their mood, or to evoke emotions that they enjoy experiencing at the moment. Music has been composed to accommodate any kind of mood, from the depths of despair to complete happiness. Music suggests much about the society in which it is created. Whether it is a traditional song, a Strauss [CG] waltz, a gospel song (CG) or a rock video, music reflects the culture it comes from. It expresses experience as well as affecting it, creating feelings and responses in the listener. Like many art forms, music mirrors society, sometimes raising questions about norms and values, and sometimes even causing change. When this happens, music can end up serving a purpo.se it was not necessarily intended for. Popular music has been known to create an identity' for groups of people. Songs that were popular during World War II helped unify soldiers with those at home, for example, songs by E. Petersburgsky “Dark-blue Shawl” and V. Soloviev-Sedoy “We Haven’t Been Home for Long”, “The Evening Before the Raid”, and “My Moscow”. Songs and music sometimes become symbols for a particular group of people, a place or a historical event. Some music is even considered a symbol for a whole generation. Probably for your parents, singers such as Victor Tsoy (Kino), Boris Grebenshchikov (Aquarium), and Yuri Shevtchuk (DDT) created much of the music that embodied what it was like to be a teen in the 1980’s. Music exists in many forms and means different things to different people. But is music one of mankind’s most exquisite forms of art? Glossary unify — to unite people or countries so that they will work together embody — to be the best possible example of a particular idea, quality, or principle exquisite — extremely beautiful and delicate H 112 Read the text again and explain why the following statements are incorrect. Refer to examples in the text. I People listen to music only to entertain themselves. Music cannot reflect all people’s moods. Music doesn’t say anything about the society in which it is created. Music cannot change anything in a society. Popular music helps give an identity to only one group of society. Music cannot symbolise only one generation of people. 40 113 Match these words with their definitions. Translate the words into Russian. I identity a) the feeling that a situation is so bad that nothing you can do will change it 2 despair b) a reaction 3 affecting c) the qualities that make someone or something what they are and different from other people 4 evoke d) to bring on a particular emotion, idea, or memory 5 response e) changing or influencing something; having an effect on something 114 Tick the correct word combinations. Refer to the text in Ex. Ill for help. Use your Workbook. an emotion an / some experience someone’s identity a response despair a mood to create to evoke to express to affect to suit 115 Work in groups. Look at the list of possible functions and purposes music can have in a society (column A) and match them with the musical pieces (column B). Explain your combinations. Example: Playing the National Anthem[CG) to Russian athletes after an important Olympic event might create greater enthusiasm and identity for the national team. A e as personal expression the Russian National Anthem to communicate ideas a song by the Beatles to make somebody feel happier a folk dance for religious purposes a gospel song for group identity a classical symphony to play during a film a modern pop song for advertising a heavy metal piece as a way to pass on traditions a soundtrack for a cartoon to increase patriotism a carol for dancing ...(your own example) 1 116 Work in groups. Write an article entitled “The anthem of my generation”. Follow the steps: Step 1 Before you begin writing, it is important to consider; • where the article is going to appear — in a school newspaper or teen magazine, etc • who your readers are — a group such as students or teenagers, or adults in general • what the aim of the article is — to advise, suggest, inform, compare and contrast, describe, etc Step 2 Plan your article. Brainstorm some ideas you would like to include in it and make notes. Come up with not more than 3 main ideas; it’s better to develop a few ideas in detail than to touch upon too many of them superficially. Here is a list of questions to consider, but think of some of your own too! • Imagine looking back twenty years from now on the musicians whose music will represent your generation. Who do you think those musicians will be? • What are some of the popular melodies that have become symbols of our time? How do you think this has come about? • Are there any songs you think could become the anthems that symbolise your generation, its interests, tastes, etc? • What are the reasons for your choice? Step 3 Write down some topic sentences that state your ideas clearly. Then develop them into paragraphs that include supporting arguments. Step 4 Arrange your paragraphs in a logical order and add an introduction and a conclusion. Think about how to link your paragraphs using various connecting words. 'Ihen create a title for your article. Step 5 Write the first draft of your article and give it to your partners to comment on the flow' of your ideas as well as to check for grammar and spelling mistakes. Step 6 Consider your partners’ comments, add any new ideas and correct any mistakes. Then write the final draft and show your article to the class. Compare your articles. В 117 Write an article entitled “The music in my life”. Follow the steps given in Ex. 116. See “Writing an article” in “Learning strategies” (page 173). Here are some of the asp>ects you can cover in your article: • what kinds of music you like to listen to and how each one makes you feel • you favourite singer / musician and why you like him / her • your friends’ musical preferences, whether you have the same taste and why / why not • any personal experience of performing or listening to music and how' it has changed you 42 Section 5 Where does time go? Bl18 Make a list of the top five ways you spend your time during the day. Work in groups of 3-4 and compare your lists. What activity is mentioned most often in your group? In your class? 119 Do the quiz below. Yes No Do you know how many hours you need to study a week? Do you always do your homework in time? Do you get ready for reports / projects in advance? Do you continue doing homework when your friends invite you somewhere or when there’s an interesting programme on TV? Do you start your homework with the most difficult task? Do you know how much time you spend chatting on the phone with your friends? Score: Each “Yes” answer — 1 point. • If you have fewer than 4 fKiints, you should think about how to manage your time. We are sure this section will help you improve your time managerial skills. • If you have 4 points or more, you are quite good at managing your time but we still think this section can give you some useful ideas! 120 Look through the schedule below and say how much time Anna and Misha .spend on the activity you noted as mentioned most often in Ex. 118. Tikhon Mofviay ’fsha h:>nomarev, Tula Monday 4jesday l^dnesday in '•'ursday day jrday day t6.00-17.30 — martial arts 16.00- 21.00 — homework 22.00- 01.00 — computers 20.00- 22.00 — computer club 22.00— 24.00 — homework 17.00-19.00 — martial arts Thursday Friday Saturday Sund^ 16.00- 17.30 — homework 16.00- 20.00 — computer dub Novgorod ra.oJai'SlL™®'"'"» 21.00-23.00 — f '«sson ---- ' ^otvewnt'i' 'esson o> 16.00-17.30 — martial arts 20.00 — disco 16.00- ■ computer competition 43 121 Refer to the schedule in Ex. 120 to answer the following questions. Explain your answers. 1 Who is fond of martial arts? 2 Who studies a foreign language seriously? 3 Who is fond of information technology? 4 Who spends more time on homework? 5 Who spends more time on physical exercise? 6 Whose life is healthier / busier in your opinion? I* 122 Imagine it is 4.00 pm and you are supposed to do the following things by midnight. Put the activities in order of importance, and make a note of any activities that could be done another day. Use your Workbook. • Write an essay for your literature lesson • Play tennis • Get ready for a geometry test • Watch your favourite film on TV • Call your best friend to discuss ALL school news • Play a favourite game with your younger • Help your mother with the shopping brother / sister В 123 Work in pairs. Discuss your lists and explain your choices. Follow the scheme below: © ...comes first on my list because... My second choice is... because... WTiat about you? What’s your next point? I’d start by... because... What would you do last? Right, what comes next on your list? If you ask me. I'd do... last as... I’ve put... second as... What do you think could be done another day? What’s your second choice? 44 (■ *1 124 Read the commentary from a teen magazine and tick the main idea from the following list. • how to combine studies with hobbies and social events • how to cope with stress at school • how to pass tests successfully Time to calm down! Okay, so I didn't have time to study the area of a triangle last night. How much of the test could be on that topic anyway? Everything will be fine, right? I keep telling myself — "Don't think about that English mark right now! You just need to concentrate." But after school 1 have to play tennis until 8 pm. When will I ever get my biology homework done? No, I can't think about that now! Concentrate! 2x + y... Concentrate on maths... "Please put your pens down and pass your papers forward." Oh, no! Have you ever had a day when everything seemed to happen at once? Almost all of us as teenagers experience stress during our high school career. I know I do. It can be really hard to do the tilings you enjoy and also do well in school. S< hool is not just about getting good marks, it s also "supposed" to be a time to have fun when you go to football games on Friday nights and play computer games until you can't play anymore Ute on Saturday nights. But there is a lot more to high school than parties and football games. In order to plan for the future and prepare yourself far good colleges and universities, we teens need « have an active school career. Some students try to do too many different acidities, both in school and within the community. As a result, their marks are not as good as they could have been because they do not have time to study. If the goal is to get into a good university, wouldn't it be in your best interest to work just toward good marks? My advice to teenagers who feel they are stressed out is to just r-e-l-a-x. Take a break. Don’t let your time be consumed by too many things. Save some for yourself. Always try to find the time to do something that makes you happy, whether it is reading, watching TV or just thinking. I find that when I have too much homework or too much to think about, the best thing to do is take a break and talk to someone. It is really great to talk to my mum, my sister or my boyfriend about things other than homework. But if you can't talk to someone, try writing in a diary. It may be hard to believe, but it can be really helpful to complain on paper. By writing down my worries, I can actually relieve some stress. Alex, 16 (From Teenlnk magazine) 125 Read the commentar>' again and say whether the following statements are true (T) or false (F). 1 Alex is only concerned about her F.nglish test. 2 Alex worries about her mark in English. 3 Alex didn’t have time to complete her geometry test. 4 Alex thinks it’s not difficult to have good marks at school, spend a lot of time with friends and have different hobbies. 5 Alex understands that to enter a good college or university you should be good at extra-curricular activities. 6 Alex thinks that when one has too many things going on at the same time, it’s better to make a plan and follow it. 7 Alex believes that to cope with stress you should stop and talk to somebody. □ □ □ □ □ □ □ 45 WORD FOCUS I 126 Match the verbs used with time with their definitions. 1 to spend 2 to waste E a) to use less time so that you do not waste any ^ b) to use your time effectively 3 to save «w c) to pass or u.se time ^ qQ V d) to use time in a way that is not useful or sensible Ж 'ч/l 4 to manage 127 Choose the verbs from the list that can be used with time. •pLflki, find write teeep tntee sell wnderstflnd hove choose creote lluvut Loote for run, concpLete wiotee 128 Complete the sentences with the verbs from Ex. 126 and 127. 1 Its difficult to ... enough time to read all the books we are told to read. To prepare for your exams you should ... your time carefully. Every day try to ... some time resting. We should meet next week to plan our work schedule.— OK. I can ... any time on Monday or Wednesday. Could you help me with this report, please? — I’m afraid 1 don’t... time. 1 have a lot of homework to do. I’m sorry. WORD FOCUS 129 Study the “time expressions” and translate the examples into Russian. in time — soon enough to do something I usually get home in time to watch the evening news programme on TV. just in time Did you catch the bus? — Yes, I got there just in time. on time — punctual, not late The 8.45 bus arrived on time. (It arrived at 8.45.) 130 Fill in the gaps in the sentences below with the expressions from Ex. 129. 1 We arrived at the airport... to check in. 2 The evening train arrived... — at 9.25 as usual. 3 He came to the conference hall... to listen to the first sp>eaker. 4 He always comes to school... He is never late. GRAMMAR FOCUS: CLAUSES OF PURPOSE - TO OR IN ORDER TO 131 Read and remember. Clauses of purpose are used to express why someone does something. They are introduced with: to / in order to to + infinitive I am going to the library to read a new biology magazine. in order to + infinitive He wrote an e-mail to the university in order to find out the exam date. In negative sentences in order not to is used. (However, not to is never used alone.) in order not to He took a taxi in order not to be late. 132 Look through the text in Ex. 124 and write down examples of clauses of purpose. Now translate the sentences. Use your Workbook. 46 133 Read about what Kate had planned to do the next day and complete the sentences following the example. Use your Workbook. Example: miss tennis class — prepare for the biology test Kate missed her tennis class to prepare for the biology test. 134 Write a paragraph about sour das. Use clauses of purpose. Example: 1 always spend about an hour in front of the TV to relax after school. В 135 Write a response to Alex’s commentary. Include the points below: • describe your situation at school • give your opinion on stress and time management • give some advice on how to cope with problems Use: to manage to do something to be worried about something call Nick — ask how to do maths homework go to the library — borrow new English textbooks search the internet — look for materials for history report watch TV — learn the latest news call Alex — discuss the class gossip and relax! to be stressed out to do well to be tired to waste time to manage time to have time to keep time to create time to make time on time to relax marks / grades unfortunately to be really hard to be (not) as good as to spend time to save time to plan time to find time to take time to limit time in time plenty of time to concentrate besides my advice is... 136 Match the words with their definitions. 1 manage a) work that you must do as part of a course of study 1 2 agenda b) organise and control something (e.g. time or money) 1 3 assignment c) things that you do at school, college or university that are not part of your course 1 4 long-term d) all the things that need to be done 1 5 extra-curricular activities e) continuing to exist for a long time 137 Match the words from the two boxes to make meaningful phrases. schedule agenda manage list detailed time to do activities extra-curricular long-term assignment Sl38 Listen to Diana and complete her timetable for the day she describes. Use your Workbook. morning afternoon - 6 pm 6 pm - 9.30 pm after 9.30 pm 47 X 139 Listen to the second part of the story and fill in the gaps. i Time management means (1) ... activities from the most to least important in a way that fits your time frame. We are active, with many places to go and lots to do. If we learn to (2) ... wisely, we will be able to (3) ... . Your time can be managed in a variety of ways. Many people make (4) .... However, this is not always enough for us, teenagers, because we tend to forget how much time we have and we delay doing something because we do not want to do it. Many schools give students agendas (CGJ to help them (5) ... their homework, projects and other assignments. Students at my school find these useful for keeping track of (6) ... and long-term assignments. For keeping track of your extra-curricular activities (CG], such as (7) ... and clubs, calendars [CG] have alw'ays been useful. Time can be managed fairly simply. First, (8) ... everything you have to complete within the day, week, month, etc. Then, (9) ... the due date for each and (10) ... it will take to complete it. From there, (11)... each item into a time slot so that everything is given the proper amount of time. By using this method, you can be (12) ... and have (13) ... to lead a stress-free, well-rounded life. (From Teenink magazine) a 140 In pairs discuss the following questions. 1 What do the words agenda and calendar mean? What are the equivalent Russian words? 2 Which of Dianas methods of time management suits you? Explain why. 141 Read the text and match the headlines (a-d) with parts (1 -4) of the article. Making your schedule work a) Use the same place to study every time b) Work at your best time of the day c) Avoid distractions d) Study difficult or boring subjects first Here are some strategies that you may find helpful if your schedule is not working as efficiently or effectively as you would like it to. 1 Studying at your best time of the day, whether that is morning, afternoon, or early evening, will enable you to complete your assignments in less time. Research shows that what we can do in 60 minutes when we’re less tired will take as much as 90 minutes to do when we are more tired. location so when you are in that location, you are able to focus on the task more quickly. 4 Many things can prove to be distractions to studying; loud music, an interesting programme on TV, etc. You might need to find another place to study in order to concentrate properly. You can’t sleep in my class. —2Г 2 Study subjects that are more of a challenge to you first when you are less tired. Save the subjects you like to study for later, when you are feeling more tired but need to continue to study to keep up with your work. It will be easier to find the motivation to study something you find enjoyable when you are tired than for a subject you don’t enjoy studying. 3 Studying in the same place each day is like going to class in the same room. You begin to associate a particular activity with a particular В 142 Work in pairs. Add some advice (1-2 jj headings) to the list in Ex. 141. 48 Mini-project: Gain time 143 Use the following steps: a) Work individually. Create an ideal timetable for yourself. Try to include everything you should and would like to do but be reasonable. b) Work in groups of 3-4. Discuss your timetables and make necessary changes to improve them. c) Write a plan of how to use these timetables in real life, lake into account the recommendations above. Key vocabulary agenda affect (something) bright as if anthem award somebody with complete i as soon as assignment something compul.sory : award prizes boarder cute I be homesick brand name back elective (subject) i be left behind coal cope (with) extra-curricular 1 do well (at school) despair evoke fair / unfair i fair play dignity gain homesick I high / middle school distraction go ahead horrible i hold matches / competitions dress code identify indignant 1 in advance identity long-term • in favour of logo manage (time) martial (arts) ' in time lyrics match mature it’s typical of... mood save / manage / schedule / meaningful : just in time prayer spend / w-aste / time outstanding ; on time recognition plain ; organise matches / competitions response suit rarely ! the same way as schedule suppress rhythmic ; time out scholarship take away scarcely semester turn out to be trendy snowboarding violent to-do list unreasonably tune zord Useful phrases Among the least important reasons... was : Not many students think... number one. Some people believe that... is more important. And what about you? That’s just how I see it. Boys tend to... Could you tell me what...? If you ask me... If you want my opinion... It is quite common for girls... Most of us think that the main reason for going to school is... Nobody supports... The majority of students in our class... The most popular argument for / against... is... There was one p>erson who said that... Very few students believe that... V/e all agree that... ...we need a bit of excitement, don’t %ve? Would you mind telling me...? 49 ^ I Progress check к n 1 a) Listen to four people speaking about their experiences of doing dangerous sports and match the speakers with the kind of sports. Speaker I Speaker 2 Speaker 3 Speaker 4 b) Listen again and match the statements with the speakers. A She / He has never been seriously injured. О В She / He used to do other kinds of sports for some time. СИ C She / He started doing the sport far away from home. O D She / He is doing this kind of sport to prove her / his belief about what makes a happy person. СИ Points /4 50 2 а) Read the text and decide which pair of twins a) is going to the same university........ b) is going to study different subjects ...,... c) always stick together ... d) is going to different universities ... e) is surprised about their results ... 0 is going to celebrate their results ... 00 3 OO 3 < ■2 •3 a U Twine shine at A-levels It would seem that 2005 is the year of the twin. Of all the A-level success stories - and with the pass rate going up again there are more than ever - four sets of twins. Ш Lydia and Caroline (L&C) . from Gloucester, are both going to Cambridge University to study veterinary science after getting five As each - in the same subjects: maths, biology, physics, chemistry and general studies. Lydia admitted competition did come into it. “I’m glad we got the same, otherwise one of us would have had boasting about it to the other.” Caroline added: “It’s very strange that we both got the same results. I can’t quite believe it.” d] Alexa and Sophie (A&5), achieved nine grade-A passes between them and have both secured places at Cambridge -although studying different subjects at different colieges. The twins were students at Colchester County School for girls, where IS pupils achieved five passes at grade A. Alexa said, “I was reasonably confident. My As-levels were good and I only needed to get Cs so it wasn’t much of a shock.” [U Wendy and Grace (W&G), identical twins, both got four A-grades and are going to study medicine at Leeds University together. They do everything together. Wendy said, “We both got the same results in our GCSEs and A-levels so it seems to be becoming a bit of a habit.” Celebrations will be at the local pub tonight, they said. d] Henry and l^n (H&K.) , both pupils at Bishop Vesey’s grammar school in Sutton Coldfield, West Midlands, followed their 11 A or A-star grades at GC5E with five As at A-level - each. But these twins aren’t sticking together. Henry is to study medicine at Nottingham University and K^n will be studying engineering at Cambridge. Points /9 b) Read the text again and write down what these numbers stand for in it. a) 18... b) 2005... c) 4sets... d) 9grade A passes ... Points I /4 51 3 Fill in the gaps in the text with the correct forms of the words in САРП AL LETTERS at the end of each line. Finding his own way Though he is only twelve years old. Peter James Donnelly has already tasted the re'Narde of finding his own way when it comes to (0) expressing himself. (1)... and гасотА company Fatt Boy '^лсогАъ has just released his first record. Too Young, on (2)... to prove it. By day. Peter goes about his lessons like any other school (Э)... in Corby. Northamptonshire. By night he becomes PJ the DJ, spinning speed garage, drum and bass and hip hop at clubs such as Laposte in Corby. Generation X in Manchester and as far as Magalus on Majorca. “I don't get (4) ... .just a bit excited." he says. "When I’m mixing at a club. I have five or ten minutes to get used to the (5).... I try a few tunes to see what the club’s like, see whether people are dancing and know the tunes. Then I play some older ones, then the (6) .... I love music." As an afterthought, he mentions that he’s the youngest DJ in the land to mix vocals. EXPRESS MU6IC PROMOTE STUDY NERVE EQUIP FAVOUR Points ^ /6 4 Fill in the gaps in the text with the correct forms of the verbs in brackets. Hoodies made part of school uniform A school has made hoodies part of its uniform. Pupils at Inverness High School now (0) have (have) the option of wearing black hooded tops bearing the school logo after being consulted about what they (1)... (want) to wear. The hoodie (2)... (attract) negative publicity through its association with youth crime and anti-social behaviour. But the school's deputy head said the tops (3)... (look) smart and (4)... (be welcomed) by parents as well as pupils. Caroline English said the school wanted a dress code that pupils would "buy into". She added: "We (5)... (establish) a working group who spoke to the pupils and they came up with the idea of the hoodie." Ms English said pupils (6)... (be not allowed) to keep their hoods up in class. Western Morning News, Friday March 24. 2006 Points /6 52 Work in pairs and do the role-play. Use the information from the role cards. Card A You are a journalist collecting information about the teenage lifestyle in Russia. You have to stop people in the street and ask them questions about their study, preferences and interests. Use your notes to ask your questions. Don’t forget to attract the attention of the passers-by first. Card В You are stopped in the street by a journalist who is going to write an article about teenage lifestyle in Russia. He / She wants to ask you some questions about your study, preferences and interests in life. Do your best to answer the journalist’s questions, give your opinions and justify them. Be sincere and polite. teens’ expectations of their education? any worries ? • school: likes & clislikes? what could be done about...? ■ j?ersonal fashion preferences? • school uniform? the way teens organise their time? • work / leisure balance? • interests: sports and music? _ • exotic hobbies? _________ 6 You see the following notice in an international magazine. Write your article in about 180-200 words. TEENS OF THE WORLD We want you to write an article about teenage lifestyle in your country, answering these questions: • What are your main expectations and worries? • What are your interests and preferences? The best article will be published in the magazine, and the writer will get a modern mp3 player as a prize. Mark your score For tasks 1-4, you can get 33 points. 28-33 points - well done 23-27 points - good 17-22 points - you can do better 16 points or less - revise and try again Tasks 5 and 6 should be evaluated by you, your classmates and your teacher. 53 ! . И i i г iT Section 1 Talking on family matters [y Exploring your family Look at the pictures and say what you think these people are talking about. Explain your answers. Why do you think they look so interested? 2 Match the proverbs with their explanations and give the Russian equivalents. Then interpret the proverbs. 1 It runs in the family. 2 Your own flesh and blood. 3 Blood is thicker than water. a) a member of your family, no matter what b) an ability or talent that is passed on through the generations c) family ties are stronger than any others, despite arguments PRONUNCIATION FOCUS: WORD STRESS IN MULTI-SYLLABLE WORDS s: Stress is the strength with which syllables are pronounced. English words with more than one syllable mostly have a fixed pattern. There are not many rules to indicate which syllable of a word should be stressed. You have to learn the stress pattern together with its meaning, spelling and pronunciation. Listen to the words and repeat them. Put them into the following categories according to their pronunciation pattern. Use your Workbook. fascinating interesting attractive charming funny stunning enjoyable boring original fantastic puzzling striking remarkable tiring repetitive monotonous captivating 4 Put the words from Ex. 3 in two groups: positive and negative. Use your Workbook. Look up the words you don’t know in a dictionary. 5 Work in pairs. Which adjecti\ es from £x. 3 would you u.se to describe the following things? Explain your ideas and discuss them with the class. • your grandmother’s story about her youth • your father’s story about your ancestors • your friend’s story about her / his holiday-trip • a film about the history of the 20th century • a popular TV programme (give an example) I 11П-1—M—I—агш‘I IT n 6 Di.scuss the following questions with your classmates. • What do you know about your family’s history? • ^Ъа1 else would you like to learn about your family? Why? • How can you get the information you’d like to know? 7 Read the family stories and match them with the pictures. Exploring her family’s past, Frances discovered that history does sometimes repeat itself — it’s surprising what can be unknowingly handed down through a family. “1 set out to find out about my family. But not having known about their history, or even who they were until 1 started out, I was surprised to find out about some of the connections we had. They did things the way I do them. Somehow we were a mirror of each other's lives. And that was the really exciting thing. W'hat I discovered did actually give me a sense of knowing who I was. It’s somehow comforting to know that it’s all been done before and that you are truly your great grandfather’s great granddaughter! It’s a bit like saying you know that you are like your parents. So it turns out I did exactly what my great grandfather did. I started a football team and encouraged the lads (CGJ to build it up from there. It’s quite a coincidence because it’s just what he did.” 55 © I ‘‘If you can find out which of your ancestors lived through a particular era, you’ll find the history of that time really comes alive," says John. “You’ve got an immediate connection between members of your family going back, and the events that were happening at the time. I’ve managed to find a paper trail for my family back to about 1603. 1 feel I have a direct connection with that period. Knowing some details about my family from that time, like where they were living, makes that period come alive, especially when I’ve actually visited some of the places they lived. And not only do you get a real sense of history when you set foot on a place where things have happened historically, but you also have that direct personal connection with it. It takes you back in time. It transports you to a different era." Уоикпп^ ... . ■ of the family research lot of •nvolves •■^searchingZwspa’^ jhe°” years that I’ve visit drawers IV , ^'"f z::!2!:^^sinto:^::>^ boVse7^h:t:t:?*" \ solves researching newsn. lived ‘h ,, only you could see fh T*^’ and ^en 5 * years that I’ve visit drawers IV , ^'"f Pi'otograph which if I c. , ‘^^awer. And at the hr.» have yock Tin,rand sJr^ y>'^^‘<’ “'Vho’s thlt-'h! ^ Ш birth ---------- Srandfath/ "“^ory. j . «S- There was i first r,k ^ 'ho- У "'>» £T' ' “■« *«'°n ^ *h»nlc "■ ^ to fioH ' 'dentity. / coul yoi 8 Read the stories again and say which of the speakers... a) had known nothing about his / her family before he / she started the research. b) mentions different sources of information. c) felt as if he / she lived together with his / her ancestors for some time. d) believes family history helps him / her understand better who he / she is. e) values his / her grandmothers stories a lot. f) travelled to the places where his / her relatives had lived. g) took his / her great grandfathers occupation. WORD FOCUS 9 Find in the texts (Ex. 7) the following verbs and match them with the definitions. 1 hand down a) to remind someone of something in the past 2 find out b) to think about something that happened in the past 3 start out c) to have been born in a particular place, to belong to a particular family or a social group 4 go back d) to give knowledge and skill to someone who is younger than you and will live on after you have died 5 come alive e) to remove something from a pocket, bag. etc 6 take (someone) back 0 to return to a person, place, subject or activity 7 take out g) to discover a fact or piece of information 8 think back h) to seem to still exist, and be interesting and exciting 9 come from i) to intend to do something, to begin doing something 1 0 Fill in the gaps in the sentences using the verbs from Ex. 9. Make necessary changes. 1 My father ... Novosibirsk. He finished school there and then his family moved here. 2 This film always ... to my childhood. 3 Alex ... his camera to take a family photo. 4 Our town usually ... in summer when a lot of visitors come to spend their holidays near the lake. 5 I... on my research about five years ago and now I know a lot about my ancestors. 6 I’ve been trying to ... to our last meeting to understand what happened. 7 A talent for drawing ... from generation to generation in the family. 8 We had a wonderful time here and I’d like to ... to this place next winter. 9 We may never ... the truth about what happened. 1 1 Form meaningful expressions using the words from the two columns. You may use the words from the right column more than once. Use the texts from Ex. 7 to check your answers. explore the past find out research family pastime previous generations direct in context immediate history a sense of a sense of something fascinating someone’s identity start connections add to information give someone put someone 1 2 W'rite 5 sentences of your own with the expressions from Ex. 9 and 11. 57 1 3 Do the tasks: a) Complete the commentary from the TV talk show Stories from the past where Frances, John and Gary took part. Use the expressions following the conversation. Host: Unfortunately, many of us know very little about our ancestors. But some people have proven how much we can learn if we are really interested in our family history. Frances: That’s true....1 knew almo.st nothing even about my great grandparents. ...because 1 found a lot of information in our local archive and from talking to some of our distant relatives. John: Yes,... reading a thrilling historical novel! ... you are a part of it. 1 was really surprised how much one can learn from old newspapers and archives. Host; ..., but many people cant spend the time in archives, and libraries may not have the necessary information. What would you advise them to do? Gary: When 1 started my research ... how much 1 can learn at home, just looking through old photos and some old things that are around in every family home, and, of course, the internet — a lot of curious facts can be found there: archive references and articles from newspapers. Frances: Yes, you are right, but... we should talk more with our relatives — our grandparents. They do have a lot to tell us! ... belonging to a family and helps you understand yourself better. That’s exactly what has happened to me! IS 1 realised it gives you a sense of it’s a bit like you know I feel this is all really fascinating 1 was lucky it gives you a feeling b) Listen to the conversation to check your answers. Mini-project; Stories from the post В 1 4 Do some family research and get ready to present the results in groups. Read the following questions before you start your work. See “How to report on a class survey” in “Learning strategies” (page 172). Possible questions for your family research: 1 What were your relatives called? 2 When and where were they born? 3 What did they do for a living? 4 How have wars, conflicts and historical events affected your family history? 5 Did your ancestors move from place to place? Why? 6 Are there any family legends in the family? Tell some of them if you like. Dialogue vocabulary I’d like to say a few words about... My great grand uncle was... First, he... Then... when... It’s interesting that... Somehow’ I’ve chosen him, because... I realised... It gives me a sense of... It’s a bit like... You know... I feel... It’s really / This is all really fascinating. 1 am lucky... It gives me a feeling... 58 Section 2 Family room 1 5 Look at the pictures and say which of them shows a family room |CG]. Explain your answer. Describe what a family room is. keep somebody company 1 6 Work in pairs. Answer the questions and compare your answers. Are you similar or Have you got many relatives? What would we call them in English? Do they live close or far from you? Do you see them often? Would you like to see them more often? Why? Who is the person closest to you? Why? 1 7 Read the words and their definitions. Then translate them into Russian. to take care of someone and make sure that they are treated well to make someone feel annoyed or nervous making you feel slightly angry or impatient to stop being friendly with someone because you have had a disagreement with them to become friendly again with someone after an argument to spend time with someone so that they will not feel lonely 59 i о 18 Listen to the teenagers speaking about their brothers and sisters and match them with the information about their relatives. 19 Read through the following list and tick the activities and feelings the teenagers mention in their stories. Listen to the recording again and check your answers. go shopping play games go skating fight with someone play computer games do homework play in the pool watch TV go for a walk feel strange without brothers and sisters feel lonely be bored feel very emotional be upset be annoyed feel happy feel tired feel lucky □ □ □ □ □ □ □ □ □ D □ □ □ □ □ □ □ □ 20 Fill in the gaps in the sentences. Use the words from the list Make necessary changes. 1 In a big family you alw'ays have somebody .... 2 When I was about ten. my sisters and I used ... my brother. Our mother ... about it. 3 1... my sisters most of the time, but sometimes we fight about the telephone — everybody always wants it at the same time! 4 When my cousin stays with us in summer, she often .... but when she doesn’t, I.... 5 When my younger sister went to school, our parents asked me ... her to help her feel confident. 6 Nobody believes we are sisters — we ...I 7 My brother can ... when he switches on TV while 1 am doing my homework and sometimes he even .... but 1 know Г11... when he leaves for university. below. to keep someone company to look alike to get on someone’s nerves to be annoying to look out for someone to feel bad to make someone cry to get on well with someone to fight about everything to be upset 60 21 Work in groups of three. Share your feelings about having / not having brothers or sisters. Use the expressions from Ex 17, 19 and 20. Report your ideas to the class. 2 2 Read the joke and guess the word that is missing. A father was asked whether his ... were the ones making such an awful noise at night. “Well,” he said, “not so much really. You see, one of them makes so much noise that you can’t hear the other!” 23 Read the text and choose the sentence that best describes the twins. 1 The twins are very naughty. 2 The twins have their own way of protesting. 3 The twins want to get on their father’s nerves. Ruby c,arviek art ten.-yenr-olc( idtrJdcal twikvs who do everything to0ether, even, more so now sinoe their mother died three years earlier. Their 'double act' certainly troubles aud even, spooles Rose, the new woman in their dad's lift. Garnet and I have this special language. W'ie’ve got heaps of made-up words for things. Sometimes we don’t use words at all, just signs and gestures. We can communicate just by widening our eyes or putting out heads slightly to one side. Sometimes we just signal each other to both start a pretend coughing fit or to sneeze simultaneously or to shriek with manic laughter. Rose, my father’s girlfriend, isn’t used to this. She thinks it’s spooky. This happened recently one day we were in the car with my dad and Rose. “Pack it in,” dad said. I glanced at Garnet. “Pack in what, dad?” we said simultaneously. “Less of the cheek,” dad said, taking one hand off the steering wheel and swatting at us. “How do they do that?” Rose asked. “How do we do what?” we asked. “Stop it! You’re giving me the creeps. Can you really read each other’s thoughts?” she asked, shivering. “Of course they can’t,” dad said “Then how' can they say the same thing at the same time in that weird way?” Rose asked, peering at us. “I don’t know,” dad said, shrugging. “But we know," we said, and we raised our eyebrows and made our eyes glitter in a mysterious and mystic manner. (Extract from Double Act by facqueline Wilson) Glossary heaps of = lots of pretend coughing fit or sneeze — притвор- • НЫЙ приступ кашля или чихания simultaneously — одновременно shriek — визжать Less of the cheek... — Прекратите безобразничать... spooky — странный, пугающий swat — замахиваться give somelKxiy the creeps — пугать кого-либо weird — странный shrug — пожимать плечами 61 24 Find the words and expressions in the text that have a close meaning with the following. a lot of imaginary words unusually excited Stop it! with a shaking movement of the body looking very carefully В 25 Read the text again and work in pairs to answer the questions. Discuss the questions with your partner. Who are the main characters of the story? What do the twins do to communicate with each other? What surprises Rose about the twins’ behaviour? How does their father react? Why do you think the twins behave like that? Do you think the twins get on well with their father and Rose? Why? / Why not? What do you think each of the characters feels during the scene? GRAMMAR FOCUS; CAN (REVISION) 26 Find in the text examples with con. Do they describe... a) obligation? b) ability? c) possibility? See “Grammar reference” (page 182). 2 7 Use be able to in the correct form to complete the sentences. 1 1... (be able / understand) my sister very well since she went to school. I would like ... (be able / swim well). I don’t think I... (be able / come) to the party on Saturday. She... (never / be able / play the piano). He enjoys... (be able/go) to the theatre every week. GRAMMAR FOCUS: COULD VS WAS ABLE TO 4 28 Read and remember. We use could or was / were able to to talk about general ability to do something in the past. I could / was able to speak French when I was 7. We must use was / were able to when we speak about a particular situation. We can also use managed to (-•- infinitive) or succeeded in (+ -ing form), especially when the action was difficult to do. Mike was not at school yesterday but we were able to speak to him over the telephone. We managed to speak to him over the telephone. (NOT; We could speak to him...) In negative sentences we can use could not for both general ability and particular situations. When I was 7,1 couldn’t speak German. Mike was not at school yesterday, and we couldn’t speak to him. 29 Read the joke. Explain wh)’ was able to is used in it. Can it be replaced with couldT (ones: Brown: Aren’t your daughter’s piano lessons costing a fearful lot? On the contrary, I was able to buy the house next door at half its worth. 62 30 Choose the correct answer. 1 Mary was a very talented girl. She ... read when she was only four. a) can b) could c) couldn’t 2 Where are you going on holiday? — I hope rU ... visit my grandparents on Lake Baikal, a) can b) could c) be able to 3 Have you found any information for your history report? — You know, it’s been really difficult, but I ... finally find an interesting article in a newer magazine. Now I know what to write about. a) couldn’t b) was able to c) could Mary missed a lot of classes and ... pass the test ye.sterday. But the teacher has allowed her to retake it next week, a) couldn’t b) could c) can’t My younger brother learned to skate when he was three. Now he’s seven and he ... skate more quickly than anybody else in the family. 3 1 Read the extract from the book The Wedding Day by Cathreen Elliott and complete the sentences with could / couldn't, was able to / wasn’t able to. 1 Gertrude ... scare anyone. 2 Gertrude ... scare Annie when she first came to see her. 3 Flora ... feel at ease with Gertrude. 4 Gertrude ... remember all her relatives in the family album. Glossary David had brought me to Onslow Gardens [CG] to meet his only living relative, explaining that she was a bit dippy and rather bohemian. Expecting a sweet old thing in a chaotic flat full of cats. I’d dressed accordingly. Stripy socks, baggy canvas trousers and a patchwork jumper had been the order of the day, and I’d bounced up the steps to find a very grand old lady in grey flannel trousers and a black polo neck, opening the door to the largest London house I’d ever seen. One hand held the doorknob, whilst the other rested on a rifle, nestling in the umbrella stand. As she’d towered over me, regarding me with an icy look. I’d nearly fallen over with shock. David explained later that the air rifle had belonged to her husband and she always opened the door with her hand on it to discourage intruders. Believe me, she didn’t need to. Despite a rapidly fading memory, she still, at eighty-odd, had the power to scare the pants off anyone. Despite or perhaps because of the generation gap, my daughter Flora and Gertrude got on famously and we often popped in to see her after school. Flora’d breeze into the house in a way I was totally incapable of. give Gertrude a smacking kiss, then make straight for the drawing room where the photograph albums were kept. Putting herself down on the carpet and with Gertrude bent over her, she’d examine them, wanting to know exactly who everyone was, and prompting Gertrude if she forgot.” dippy (informal) — silly, especially in a pleasant or funny wa)-bohemian [bau'hirmian] — living or behaving in an informal way that is considered typical of artists canvas — холщовый chaotic |kei'Dtik| — without any order or organisation accordingly — соответственно the order of the day — something that is very common in a particular place rifle — винтовка tower — возвышаться intruder — someone who enters a place where they are not allowed to go. especially to commit a crime fading — losing strength scare the pants off someone — to make someone feel very scared pop in — to go somewhere for a short time breeze into — to go somewhere in a confident way 63 32 Read the notes Mike has made about his brother Peter and rewrite them using can) couW) he (^^e h. You may aii some details or comments. Example: At the age of 4 Peter could ride a bicycle and did it quite often. Age 4 5 9 ride a bicycle learned to read started to learn French and read books in French 13 took part in the regional foreign language comp>etition and won second pri7.e 17 is finishing school and planning to enter university next year 33 Write a similar story (6-8 sentences) about yourself, one of your friends or relatives or a famous person. 34 Think about which is better: to have siblings (brothers or sisters) or to be an only child. Make a list of arguments. В 35 Work in groups of 4-5. Discuss your arguments and come to an agreement. Get ready to sum up the results of your discussion and explain your opinion to the rest of the group. Dialogue vocabulary Speaking personally, 1 think that... In my opinion / From my point of view... My view is that... If you ask me... As I see it... It would seem to me that... В 3 6 Work in pairs. Discu.ss the following questions: 1 Do you always feel comfortable at school / at home? 2 Can you remember any embarrassing situations that have happened to you or your friends and relatives? 3 What do you think of these situations now? Use: embarrassed, ashamed, humiliated, confused, upset, disturbed, troubled, annoyed, worried, anxious, puzzled, funny, humorous, ridiculous, amusing, comical, unbelievable 37 Listen to the teenagers and choose which situations they are speaking about. • Embarrassing moments at school • Parents embarrassing their children • Siblings embarrassing each other • Children embarrassing their parents • Funny situations with their friends В 38 Listen to the recording again and write down some examples of the embarrassing situations the speakers talk about. Use your Workbook. Jonny: Caroline: Perri: Rose-Marie: David: his mum comments on how he looks... 39 Work in pairs. Discuss the situations described in Ex. 38. 1 Which situation do you think is the most embarrassing? Why? 2 Have you / your friends ever experienced any of these situations? 3 What would you recommend teenagers to do? 64 — 40 Listen to the conversation and fill in the gaps with the phrases below. Work in pairs and compare your answers. really 1 think it’s important to know I guess 1 believe 1 suppose it’s okay for... why shouldn’t... but, you see 1 see what you mean but you know the fact that... unfortunately Peter; (1) ... music, clothes, mobile phones and slang are some of the factors that make up the way we identify “youth culture”. For parents to truly connect with their children, (2)... about their child’s interests. But they don’t have to like them. Kate: (3).... it doesn’t take much for a parent to find out who their child’s favourite artist is, which mobiles are in and what clothes are out. Times are changing, (4)... parents move along as w'ell? Christina: (5) ... parents shouldn’t try to be trendy, they should just be themselves. Most parents want to look good because it’s human nature (6) ... there is a limit to how far they can go. Trying to dress like your son or daughter is just a no-no. Mike: (7) ... trendy parents are a bad idea because they’re adults and we’re teenagers and there needs to be a clear line between the tw'o. Parents should have their own style. Christina: Yeah, you’re right. (8)... celebrity parents like Madonna to be trendy because she’s famous and it’s part of her job. But if my mum started listening to my favourite groups and wearing the same clothes as 1 do, 1 wouldn’t like it because I’d think she was not acting like an adult is supposed to. (9) .... this is w'hy trendy parents are disturbing to me and why many children end up excluding their parents from their social circle. They shouldn’t act exactly the same as their kids because it’s too embarrassing. (10) .... 1 understand why parents try to be trendy. (11)... at that age you try to find anything that reminds you of when you were younger. (12)... people feel they have to be trendy to be accepted is wrong, e.specially adults. (13) ... . Adults are lucky because they don’t have to follow trends to the extent that younger people do. (14) ..., some adults still think they have to be “trendy”. Everyone has the right to do what they want and look how they want, within reason, of course. Mike; Kate: Peter: 41 Work in groups of three or four. Discuss the following questions. 1 Which opinion from the comments above do y'ou share? Why? 2 Name another embarrassing situation that can happen in a family. Make a list of 5-6 situations. 3 How would you cope with an embarrassing situation? 42 Choose a situation from Ex. 37 and make up a dialogue for it. Use the expressions from Ex. 40. 65 Section 3 43 Look at the picture and say if the teenagers look happy / bored / sad. Why do you think this is so? What makes a family happy? ■ *; iV- ■ -^bj [ Д ‘ - ■ < * _ . лф ' m 44 Make notes about things that make you happy, sad or bored and complete the first line of the table. Use your Workbook. Happy moments Sad/ Unhappy moments Boring moments me Rebecca Peter Sonia my classmates... L'se: to have a walk, to play computer games, to shout at someone, to cheer someone up, to hang about with friends, to travel, to stay in, to see musicals / films 66 45 Listen to the teenagers answering the same questions and complete the rest of the table. Use your Workbook. s 46 Work in pairs. Compare your notes. 47 Work in groups of 4-5. Ask your classmates about happy / sad moments they would like to share. Make notes in the table in your Workbook. 48 Work in groups. Discuss the questions. Report the results of your discussion. 1 What happy / sad / boring moments are mentioned most often in your group? 2 Do teenagers mention their friends or family more often? W'hy? 3 Do you think teenagers have much in common when they feel happy or sad? Why? 4 Do you think parents share similar happy / sad moments? Why? 49 Look at the pictures and say which shows an extended / nuclear family. W'hich picture reminds you... • of your own family? • of your friends family? • How so? 50 Read the sentences and choose the Russian translation for the words in bold. If you don’t live far from school, it’s a great bonus — you don’t have to get up so earlv to get there. a) премия b) преимущество We are going to stay with the in-laws this weekend. a) дальние родственники b) родственники по жене / мужу 1 We moved to our new residence last spring. a) место жительства b) резиденция 2 The new telephone line enables us to use the internet 24 hours a day. a) разрешает b) дает возможность 3 I am not sure how they can afford such an expensive computer. a) позволить себе b) пользоваться 51 Read the text and say whether it describes a nuclear or an extended family. Jessica Constantinidis shares a four-bedroom house in north London with her husband, their four-year-old son Tommy and her 79-year-old mother Olive. Jessica, 34, and Andy, 42, sold their three-bedroom house in Turnpike Lane and moved in with her mother, Olive Constantinidis, in nearby Tottenham, while they waited to find a buyer for her home. When both residences sold, they were free to in the Finsbury Park area of London [CG). Je.ssica says, “We’ve got a big house now which we wanted so that my mother could still have as much independence as possible. She can have her ow'n area, with her microwave and her ow’n TV. But we eat family meals all together at weekends.’’ Sharing with Olive enabled Jessica and her family to move into a larger and more comfortable house than they could have afforded on their own. The new arrangement has proved an added bonus for Jessica and Andy’s son Tommy. She says; “He loves it. My mother is really good with him and it is nice for him to have more than just two people around. They are always playing and doing things together and watching videos and she can keep an eye on him for us sometimes as well.” Though the prospect of living with parents or in-laws might not be to everybody’s taste, Jessica has no regrets. She says, “If we hadn’t moved in together as an extended family, we wouldn’t have bought such a big house. It certainly worked for us in our situation and I would really recommend it.” move into their new home 52 Work in pairs. Prepare four questions for the text you’ve read. Answer each other’s questions without looking at the text. 53 Read the text again and write down some of the benefits and drawbacks of living in an extended family. Use your Workbook. 67 • ^ Ч_ I ■ — _ s 54 Work in pairs. Compare your lists and combine your ideas. Then discuss the following question. • If you could choose, which kind of family (nuclear or extended) would you prefer to have? Why? Dialogue vocabulary I’d prefer to live in... I must say... I’d rather... than... GRAMMAR FOCUS: UNREAL PAST CONDITIONALS (CONDITIONAL III) 55 Read the statements with the forms of Unreal past conditional and choose the relevant Russian translation for each of them. If past perfect + would have -t-past participle 1 If I had studied hard, I would not have got a two on the last exam. a) Если бы я хорошо занимался, я не получил бы “2” за последнюю контрольную работу. b) Если хорошо заниматься, то не будешь получать “2" за контрольную работу. 2 If I had called Ann, I would have learnt the school news. a) Если позвонить Ане, узнаешь школьные новости. b) Если бы я позвонил Ане, я узнал бы школьные новости. 3 Ifl had got up earlier, I would have caught the train. a) Если я встану пораньше, я успею на поезд. b) Если бы я встал пораньше, я бы успел на поезд. For more information on Conditionals, see “Grammar reference” (page 182). 56 Find in the text the Unreal past conditional sentence and translate it into Russian. 57 Put the verbs in the correct form (negative or positive). 1 If you had read this book, you ... (enjoy) it. 2 If she ... (pass) her exams, she would not have gone to university last year. 3 He ... (make) so many mistakes in the exam if he had not been so tired. 4 1 would have done the shopping yesterday if 1 ... (be) so busy at school. 158 Read the story and then rewrite it using Unreal past conditional sentences where it is possible. Use your Workbook. Fxampic: If Peter had not got up late, he would not have missed the bus. га Peter had a difficult day yesterday. He got up late and missed the bus. As a result, he was late for his geography exam. He was in a hurry and left his history report at home. During the lesson he could not take part in the class discussion. The teacher was disappointed and refused to listen to Peter’s report in the next lesson. As a result, Peter got a “three”. Peter was so upset that he forgot to go to the school library. This meant he didn’t have the latest magazine that he needed for the IT lesson the next day and he couldn’t do his homework in the evening. 59 Think of a curious or interesting situation in your life and describe it using Unreal past conditional forms. Write 7-8 sentences. 60 Work in pairs. Exchange your stories and correct any mistakes. 68 I Section 4 I Family disagreements 61 Match the words with their definitions. 1 a row a) to deal successfully with a difficult situation or job 2 argument b) a noisy argument or fight between two or more people 3 cope with c) to discuss a plan or situation in a detailed way 4 talk through d) a disagreement between people or groups 5 conflict e) an angry disagreement between two or more people 6 fake f) to deliberately try to make someone angry 7 provoke g) false 62 Look at the picture and describe the situations shown in it. 63 Combine the words from two columns to make meaningful expressions. Use: angry all the options • to quarrel with avoid anger • to ignore someone’s opinions be in argument • to keep a sense of humour blazing conflict • to listen to others come into emotion • to make fun of cope with problem • to find a solution fake relationships • to shout at get into row • to talk about have situation • to discuss a conflict / argument / problem heated smile • to be angry / upset / disappointed / embarrassed / sad / aggressive / rude lose provoke talk through win stress thing 69 ш 64 Listen to the people talking about their attitude to family disagreements and complete the first two lines in the table. Use your Workbook. And) Jane John Lori Phil 1 Do you have family rows? 2 Did you often have rows? 3 How do you cope with a difficult situation in your family? a 65 Listen again and complete the third line of the table. 66 Work in pairs. Answer the questions from the table in Ex. 64 and discuss your answers. Dialogue vocabulary I can honestly say... What about you? We try to avoid conflicts because... It’s much easier / better to... What do you do in such situations? I think it’s healthy... I realise that... Sorry, but I’d rather not say. s 67 Work in pairs. Look at the photos and discuss the following questions: • Who are these people? • What do you know about them? • Why do you think they have in common? 68 Read the text and match the titles with the paragraphs. a) Profe-ssional commentary b) Study results c) TV therapy d) “Real-life” examples e) Peaceful silence Why family rows are good for you The blazing arguments and poisoned silences of family rows are something that almost everyone has been through at some point. Many people do their best to avoid such conflicts, but are they wasting their time? 1 ... A Cambridge University study suggests that arguments between mothers and their teenage girls are actually a sign of a healthy relationship. Many other psychologists agree, and say teenage boys should also be having shouting matches with their old folks. They suggest it's those unnerving families who never have a cross word 70 tftat we should actually feel sorry for. Rows are ) seen as part of a normal, constantly changing plationship and provide teenagers the chance IЮ show that they are no longer little girls and I toys, but are becoming mature. 2 ... I Scientists say the reality TVshow TheOsboumes ; |CC] provides just one example to back up ' #«ir findings. Mother Sharon and daughter ^ telly engage in frequent, intense rows, but •early always kiss and make up — and have * Л close bond, according to Sharon. You don't f fcave to look too far to find other examples of difficult parent-child relationships. Violinist Vanessa Mae [CC] employed her mum as her manager before sacking her for ling "too competitive". And one row between a young Sophie Dahl ICC) and her mother Tessa, which ended in Sophie sobbing in the street, led to her being I »otted by a model scout. 3... 'Rows between parents and teenage children part of family life and, while they can be Btting, are not normally something to worry iiut," says psychologist Carole Haston. "It is > constant stress and anxiety caused by these »s that we don't want to have." Although arguments can get a bit heated, if reach some kind of conclusion and find a f out of a problem, they are worth having, says that in families where there are no jments, people are keeping their feelings to fmselves. And that's unhealthy. 4 ... But while the psychologists say we're doing well if we row, there are those who believe we've still got plenty of hidden feelings we're dying to let out. Turn on any soap opera and it's unlikely you'll have to wait long before the characters exchange heated words, often to the delight of millions of viewers. She says. "People watch soaps because in real life they spend their time trying to avoid conflicts. We like turning the TV on and seeing people saying all the things we don't dare to say to the people close to us." Glossary blazing — showing a lot of anger or emotion. with the intensity of a fire unnerving — making someone nervous or frightened cross word — angr>' word back up — to give support to someone by telling other people that you agree with them bond — a connection that gives people or groups a reason to love one another or feel they have a duty to one another spotted — noticed 69 Discuss the following questions with your classmates. 1 What purpose do rows have according to Cambridge psychologists? Give their reasons. 2 What examples do they give to show this? 3 According to psychologists, what can ruin relationships in a family? 4 When are rows actually good for relationships? 70 Work in pairs. Discuss the following question: • Do you agree with the ideas from the text? Why? / Why not? Could you support your opinion with any examples from your own experience? 71 WORD FOCUS: WORD FORMATION ^ 1 Complete the table with the correct form of the words. You may find some words from the texts in Ex. 68. Use your Workbooks. noun verb adjective / participle argue related suggestion suggested change provision employed competition — anxious concluding belief D72 Listen and check your answers. Then repeat the words. 73 Fill in the gaps in the sentences below with the words from the table in Ex. 71. 1 What is your ... with your younger brother like? (relate) 2 Every time we visit my family, he gets into an ... with my sister, (argue) 3 Could I make a few ... about the way your presentation is organised? (suggest) 4 Her dream was to ... in the Ol^Tupics. (competition) 5 On holidays she found ... in a local fast food restaurant, (employ) 6 Students are often ... about exams, (anxious) 7 1 don’t... that she can speak French, (belief) 8 Her ... was that she would not be able to complete her project in time, (conclude) GRAMMAR FOCUS; V-ing FORMS 74 Read and remember. The V-ing forms are used: • after prepositions He left without saying a word. • After love, like, enjoy, dislike, hate and prefer to express general preferences. She likes listening to classical music. • After it’s no use it’s (not) worth it’s no good be busy what’s the use of...? there is no point in can’t help, can’t stand be / get used to have difficulty in It's worth reading this book. V = verb 75 Find in the text from Ex. 68 examples of -ing forms and compare them with the examples in Ex. 74. 72 76 Choose the correct preposition and fill in the gaps with the -ing form of the verb. 1 Thank you for / to ... (help) me with my biology report. 2 My favourite show is on TV tomorrow. I’m looking forward at / to ... (see) it. 3 Are you interested in / for ... (take) part in the conference? 4 I’m thinking of / after ... (look) for a new job. 5 How about / for ... (talk) more calmly? 6 I’m not used at / to ... (discuss) my problems with my parents. 7 Did he apologise about I (от ... (be) so rude? 8 She is very good on / at... (avoid) conflicts. 9 This film is worth — / in ... (see). 10 You can’t stop him of / from ... (go) there if he wants. UJ77 Work in pairs. Do the following tasks: a) Ask and answer the questions using the prompts below. Add your own details if necessary. Example: — You / be late / for school — hate / get up — Why are you late for school every day? — I hate getting up so early and usually sleep till half past eight. 1 — You / watch TV so much? — like / watch soap operas. 2 — You / go to the country / every weekend? — enjoy / spend time outdoors 3 — You / play computer games / every day? — prefer / play on computer / to / watch TV 4 — You / argue / your brother / so often? — hate / listen / music / he / turn on / our room 5 — You / do your homework / late in the evening? — prefer / hang out with / my friends / before / do homework b) Write two of your own questions. Then ask your classmates these questions. 73 3 7 8 Read the first part of Mike’s story. Then in pairs discuss what will happen next. Part 1 It’s 4 p.m. The sound of a slamming door indicates my father’s home from work. Within 30 minutes the remaining four members of my family come home and the sound of that door becomes a wailing siren warning me of their approach. What conflicts will happen this afternoon? What can my parent.s and I possibly find to fight about tonight? 1 walk into my room and shut the door, hoping to find serenity there. The silence is replaced with the sounds of multiple televisions, the noise from a radio in my sister’s room next door and the continuous yells of my youngest sister. Is it too much to ask for a moment of peace? Would it be entirely too difficult for everyone to calm dow'n once in a while? Apparently so. Within a few minutes, 1 hear the first knock on my door. Actually, “knock” is not the correct word. The “bangs” on my door are mini-explosions that make the window rattle and my shelves shake. And so the torture begins; from this point on, I am met with critical comments about my room, requests for full attention from my sisters and non-stop demands to do this, that and the other. Could everyone just leave me alone? Each demand increases the tension that has, in recent years, become a permanent part of my relationship with my parents. I try to calm down. I try to relax and ignore the irritation. I try, but fail miserably. So we quarrel until dinner, and then... (From Teenink magazine) 79 Read the second part of the story and check your guesses. Part 2 ...we attempt to share a peaceful moment around the table. We eat and try to have a conversation. My parents ask about my day at school, and for a few moments we actually enjoy listening to each other. It’s at this time that 1 realise that no matter how much we fight, my family will always care about me. But I am looking forward to going to university. Maybe my family and I will get along better when we don’t have to be together every day. I do know, however, that despite all of the arguments. I’ll always come home. No matter what happens or how much we row, I know there are at least four people I can always rely on. (From Teenink magazine) 74 80 Read the story again and discuss the following questions with your classmates. 1 Does Mike live in a nuclear or an extended family? Name the other members of his family. 2 How would you characterise an evening in Mike’s family? 3 How does Mike feel staying in his room? How do you know? 4 What does Mike try to do to keep peace in the family? 81 Find words close in meaning to the ones below from the text in Ex. 78 and Ex. 79 and complete the table. Use your Workbook. slamming (door) close peace and quiet shouts knock 82 Discuss these questions with your classmates: • What is the difference between the words in the right and left columns in Ex. 81? • How do these words change the story? 83 Find in the text in Ex. 78 and 79 words to describe Mike’s relationships with the other members of his family. - 63 84 Work in pairs. Discuss these questions: 1 How would you describe the relationships in Mike’s family? 2 How does Mike view his relationship with his family in the future? Why do you think he feels this way? 3 What do you think Mike values about his family? Explain your answer. Dialogue vocabulary I’d say... It looks like... 1 think... Perhaps... 1 believe that... In a situation like this.. What I mean is... I doubt... 85 Read the phrases and say who you think the teenagers are speaking about. Add your own sentence to the empty box. ...is funny, not bothered about how people look or speak. ...keeps secrets. ...is caring of others. ...is nice and kind and helpful. ...understands how 1 am and if I ever get picked on. they sort it out for me. 75 SI 86 l.isten to the Brown family taking part in the talk show Family Flour. They are discussing the problem of whether parents should choose their children’s friends. Write down which one of the speakers thinks that... 1 teenagers and parents should talk about choosing their friends and come to a compromise 2 teenagers should choose their friends themselves because it is the only way to learn how to do it properly 3 parents know better how to choose their teenagers’ friends 4 parents have no right to recommend friends for their teenagers 5 parents can hardly choose a good friend for their teenager HI 87 Listen to the Browns again and write down Щ|Ье arguments for / against parents choosing friends for their teenagers. Work in pairs and compare your lists. Use your Workbook. for against Mini-project: Debate: Parents should choose their teenagers' friends В 88 Work in groups and follow these steps. See in “What makes a good speaker” “Learning strategies” (page 172). 1 Make sure that everyone in class is familiar with the topic of the debate. 2 Divide yourselves into two groups: A and B. 3 Group A is going to support the idea. Take the lime to discuss the idea from different perspectives. Then collect and organise the arguments that support the idea. Think of reasons to defend the position of your group and give examples. 4 Group В is going to disagree with the main idea of the debate. Discuss and record the supporting ideas that justify your group’s assigned position. 5 In your groups choose a representative and “feed” them with the ideas the group has discussed. 6 The representatives from each group take turns, each presenting speeches of a predetermined time (e.g. two-three minutes). The order is: • first affirmative — arguments for the proposal • first negative — arguments against the proposal • second affirmative — arguments for the proposal • second negative — arguments again.st the proposal 7 Each of the representatives is allowed a few minutes to disprove the other team’s arguments. 8 The class may then direct specific questions to the representatives. 9 Take a vote after you have finished debating and decide which side had the stronger argument. 76 Debate rules • Work as a team and always support each other. • Listen to your opponents carefully. • Make notes while your opponents are speaking to keep track of their ideas. • Try to answer your opponents’ questions giving reasons for your opinion. • Be polite and disciplined during the debate. • Never interrupt each other. • Don’t speak longer than the set time limit. Dialogue vocabulary In my opinion... I think... To my mind... What do you think about...? It’s a good idea to... Do you mean that...? I feel strongly against... I am absolutely positive that.. ^89 Do the following role-play. See “How to do a role-play” in “Learning strategies” (page 169). • Choose a role and prepare to take part in a family conversation. • Discuss the situation in “your” family: Example: Mark has got a new friend John who is 3 years older. He has finished school and is not working or studying, so he’s got a lot of free time. Mark, however, has to go to school. And Mark’s parents think John is not the kind of person their son should be spending time with. • If necessary, listen to the tapescript once again to understand the position of your character in Ex. 86. • Try to reach a compromise but do not forget your role. • Read through the conflict resolution steps before you start the discussion. Mark You are the youngest child in the tamiiy anu sometimes the other members of your family decide what you should do, whom ^-------------------- ,. ^ the family and so the other members think they can you should make friends with, etc. From time *“ voiir oarents. Jessica You are a 16-year-old girl. Your two brothers have a lot of friends. You do not like some of them but this doesn’t bother you since they are not your friends and you believe your brothers have a right to choose. You support •our youngest brother Mark when he has I arguments with your parents, especially your «other. to time you have arguments with your parents, especially with your mother, but you always try to defend your independence. Mother You are a mother of 3 children. The youngest, Mark, has a lot of friends you don’t like at all. You ---friend John and you time with him. pecially don’t like his new trieno that Mark should not spend es] insist that I Father I You are a father of 3 children. The youngest, Mark, I kas a lot of friends you don’t like much. You think I We should have a right to choose but that he should uso listen to your advice and discuss any problems 4Rth you. Conflict resolution steps: Decide what the problem is. Let everyone suggest an idea about how to solve the problem. Together discuss what will happen with each idea. Choose the best idea. Put the idea into action. 77 Section 5 Days to remember 90 What are the most memorable days in your family? Why? BIRTHDAYS AM LY 78 I^OUDaYS 91 Read Angela’s story and give it a title. I finally turned 15 years old! 1 wasn’t sure what the day would bring, so I rolled out of bed with more enthusiasm than usual to prepare for school and... my birthday party! 1 floated through my classes as if in a dream and let my mind wander, thinking about all of the possible birthday surprises. When I got home, I was greeted by a brand new red motorbike. My dad and I have been riding mountain bikes and motorbikes together for as long as I can remember, but before this bike, 1 had never been able to ride beside my father as an equal. But getting my own bike was that turning point. It was a coming of age gift, and my father’s acknowledgment that I was growing up. The weekend after my birthday my dad and I took our bikes to a place where we could ride. That day I learned a lot in betw’een the riding and falling and even some breaking of motorbike parts. I can still remember the look on my dad’s face the first time 1 started up my bike. Since then we have shared something not many fathers and daughters are lucky enough to have. I will be forever grateful for the bond between my dad and me, and it is no surprise he feels the same way about me. Angela. 17 bike — a bicycle or a motorbike мотоцикл acknowledgement — признание (From Teenink magazine) 92 Work in pairs. Discuss the following questions. 1 What made Angela’s birthday special? 2 Why do you think the present was so important to her? Find the words in the text that .support your opinion in Ex. 91. 3 What kind of present or celebration is important to you? 93 Answer the question in the left column and then complete the last column of the tabic below. Use your Workbook. Emma Gillian Daniel Your an.swer Is marriage valued in today’s society? W'hy? / Why not? SI 94 Listen to the teenagers speaking about their attitude to marriage and complete the table in Ex. 93. Use your Workbook. В 95 Work in groups of 3-4. Discuss the following questions. • Whose opinion is closest to yours? • Does your group have much in common? SI 96 Listen to the teenagers again and write down the words and expressions connected with marriage. Put them into the word web. Use your Workbook. C ( ) ( 5 J C a ring J marnage C 3 97 Work in pairs. Compare your word webs. Think of other words connected with marriage and add them to your webs. 79 98 Read the following article and then choose the sentence that best summarises the main idea. 1 NASA (CG) and the Russian Aerospace Agency wanted to draw attention to space exploration in an unusual way. 2 A space marriage was organized not to put off the ceremony. 3 Russian cosmonaut and his bride wanted to have the strangest wedding ever held. 'GDeddlng Some brides worry on their wedding day that the groom won't turn up. But Yekaterina Dmitriyeva arrived at her wedding ceremony knowing that her future husband would not be there, at least not in person. He was, in fact, going to be circling the Earth in a spaceship at that time. But the Russian cosmonaut still got dressed up for the occasion and even had a best man. Our correspondent reports: "The bride wore a traditional white dress and arrived in a special car, but that's about all that was normal about this wedding as twenty-seven-year-old Yekaterina Dmitriyeva married her sweetheart Yuri Malenchenko. Since the groom was unable to be there in person, guests were greeted by a cardboard cut-out of the forty-one year-old cosmonaut. He's due back from an extended mission on the International Space Station in C>ctober, but the couple decided they couldn't wait that long to tie the knot.' The groom's tailcoat and wedding ring were flown out on a cargo ship, a fellow astronaut agreed to be the best man — and with that, the scene was set for the first-ever cosmic wedding, which went ahead via [CC] video-link at NASA's Johnson Space Center in Houston, Texas. The bride says that the physical distance in the preparation time was not a problem. But there was some conflict about the wedding. Both NASA and the Russian Aerospace Agency tried to get the couple to wait until Yuri returned to Earth. 99 Read the article again and complete the following sentences. 1 The groom wasn’t actually present at the ceremony as... 2 The couple tried to follow some of the traditions of the typical “white wedding” so... 3 It was not difficult to decide who would be the best man... 4 The ceremony was made possible due to... 5 There was some conflict about the wedding because... 80 100 Read through the list and tick the points the journalist has included in the article. What does the journalist say about these points? • the setting of the story: place, dates О • the characters’ opinions П • the main characters □ • the reasons for the event □ • some unusual, curious facts □ • the journalist’s conclusions D • a brief description of the event СИ • possible consequences СИ 101 Read through Angela’s story again in Ex. 91 and compare it with A Space Wedding in Ex. 98. Then answer the following questions. 1 Is the same information included in both .stories? (See questions in Ex. 100.) 2 What do the two stories have in common? 3 Choose one of the stories and write a scheme for it. 4 Do Angela and the journalist follow the same scheme? 5 What makes the stories intere.sting to read? Would you change anything? Why? / Why not? 6 V\Ъat verb tenses are used to describe the events? GRAMMAR FOCUS: GRAMMAR TENSES SYSTEM (REVISION) 1 02 Read the article below and fill in the gaps with the correct forms of the verbs in brackets. See “Grammar reference” (pages 182-183). Thanksgiving with the family “Did you know that Montana is the largest supplier of turkeys'?” My uncle Dennis kept on chatting about other useless facts, thinking my other uncles (I) ... more ... (interest) in him than in the football game on TV As for me, I (2) ,.. (try) to finish writing a story about ancient Egypt for school while listening to my uncle name every person who (3) ... (sign) the Mozambique Peace Treaty of 1535. This was not my idea of a fun Thanksgiving. I (4) ... (sit) with my mom at my grandparents’ house. It (5) ... just ... (snow), and the little sunlight that (6) ... (peek) through the clouds reflected off the clean snow and the porch window. Overcome by writer’s block and boredom, I started (7) ... (bite) my nails. My mom (&) ... (look up) from writing her annual letter. “Don’t do that. Go help grandma in the kitchen.” I obediently (9) ... (get up), smiled at Uncle Dennis when he (10) ... (try) to tell me that the name Crystal could be spelled five different ways, and (II) ... (give) an extremely annoyed look to my grandpa, who (12) ... (sit) in “his” chair. Suddenly, I (13)... (smell) smoke and heard screams coming from the kitchen. I got there in time to find an item that looked like volcanic rock in the microwave. “That was the stuffing ...,” aunt Anne (14) ... (dictate) to her video camera as she zoomed in on the “rock”. How did I ever get stuck with this crazy family? (From Teenink magazine) 81 Mini-project: A family story -------------------------------------------------------, a day that is memorable to you 103 Choose one of the options below and write a story. ___ • an unusual event you have heard about • an important event or celebration in your family an unforgettable present you / your relatives / your friends have received Steps to take: a) Before you start writing, think of w'hat you are going to write about and make a scheme. b) Read through your notes from Ex. 83-85 to help you form your ideas for the story. c) Try to make your .story interesting and exciting! Key vocabulary ancestor afford : annoying fight about every'thing argument come alive ; blazing get on somebody’s nerves bonus come from : captivating have in common compromise cope with : charming in person — лично divorce enable i cross (word) keep a sense of humour drawback fall out i embarrassing keep an eye on someone in-laws find out i enjoyable keep somebody’s company marriage go back i extended look alike oppmnent hand down i fake look out for someone residence make up with i fascinating make someone cry row provoke i monotonous say a few words about something siblings start out 1 nuclear Times are changing. twins take back i striking wedding take out ; stunning talk through think back ; weird Useful phrases First, he... I am lucky. I can honestly say... I’d like to say a few words about. It’s really fascinating! I realized... I see what you mean. I think it’s healthy... It gives me a feeling... It gives me a sense of... It’s a bit like... It’s interesting that... It’s much easier / better to... My great grand uncle was... Somehow, I’ve chosen him, because. Sorry, but I’d rather not say. Then..., when... We try to avoid conflicts becau.se... What about you? W'hat do you do in such situations? W'hy shouldn’t...? You know... 82 I Progress check 1 a) Listen to a family story and decide whether these statements are true (T) or false (F). 1 The grandmothers sisters couldn't marry before her. dl 2 The grandmother kept her promise to marry the next man that came along, dl 3 The grandmother was happily married twice. □ 4 The speaker's grandfather was her grandmother’s second husband. dl 5 The speaker’s grandparents had only daughters. dl 6 The grandfather died of the injuries he had got in the war. П Points □ /6 b) Listen again and fill in the gaps in the sentences. Write no more than three words. 1 My grandmother was ... of three of them. 2 That was the beginning .... 3 That story went... and a man came whom.... 4 They didn’t have a ... as far as 1 have heard. 5 My grandfather went to a ... and had a real fight.... 6 He was injured and was lying... for a long time. Points □ /6 2 a) Read the text and choose the best title for it. 1 School day 2 Day at home 3 Typical morning 4 Way to school Points /4 Suddenly her (Flora’s) face paled as she saw the sock she’d been looking for in the fruit bowl. She seized it. “Oh, Mum, my name tags! You didn’t sew them on my game things and Mrs Taylor said I’ll get a debit if they are not on by today!’’ “Flora, it’s quarter past 7 already. Why didn’t you remind me last night?” “But I’ll get a debit!” she wailed, pulling the whole kit out of her bag in a crumpled heap. “And you never ironed it, and she said unless each piece is named, including the socks...” “Here.” I snatched them up and ran to the kitchen drawer. The first biro nib disappeared up its plastic shaft, the second had no ink, so I siezed a red felt pen and began to scrawl frenziedly. “In pen?” “So long as it’s named, she wont mind,” 1 muttered, “Tell her I’ll do it properly tonight.” As the red ink ran hideously into the cuff of her her eyes which were round with horror. Poor Flora, for something new to fret about and always finding Glossary name tag — бирка c именем debit — зд. штраф crumpled heap — мятая куча biro nib — стержень шариковой ручки fell pen — фломастер frenziedly — зд. торопливо hideously — уродливо to be on the lookout for — быть готовы.м к чему-либо to fret — волноваться immaculate — безукоризненно чистый conscientious — добросовестный pristine — аккуратный holder of the manners badge — обладатель значка за отличное поведение to come up with — соответствовать rattle — зд. звук приближающегося авто буса trundle — катиться white socks, I avoided always on the lookout it in me. My daughter. 83 i so immaculate, so conscientious, so pristine, so fearful of incurring the potential anger of her teachers; a classroom helper and practically lifetime holder of the manners badge, with shoes you could see your face in she shined them so assiduously at the kitchen table; and with a mother w'ho tried hard to come up with her scrupulous standards, but failed miserably. "... OK. Now go. Go, darling, the bus will be at the corner any minute.” We both glanced up as the familiar rattle heralded its approach and, through the kitchen window, saw the yellow school bus trundle around the corner. “Go!” 1 yeUed. She went, snatching up her bags, flying down the passage and through the front door as I followed behind. But halfway down the garden path, she turned. Ran back. Threw her arms around me. “Bye, Mummy.” “Bye.” I hugged her hard. Kissed the top of her dark head furiously to remind her how much 1 loved her. Then I turned her around by her shoulders, gave her a little push, and off she flew. Kathreen Elliot Wedding Day b) Read the text again and for the questions 1-6 choose the best alternatives. 1 The daughter was upset because a) she was late for school. b) her mother hadn’t done what she had promised to do. c) she didn’t want to go to school. Mrs Taylor is a) Flora’s mother. b) Flora’s friend. c) Flora’s teacher. Mother used a felt pen because a) other pens didn’t work. b) she thought it would look better. c) she couldn’t find any other pens. Flora was always worried a) that her mother would be angry with her. b) that her teachers would be angry with her. c) that she would get bad marks at school. Flora went to school a) by bus. b) on foot. c) by car. Mother felt bad because a) she couldn’t understand her daughter. b) she wasn’t as intelligent as her daughter. c) she wasn’t as tidy and organised as her daughter. --------------- 0121 Points 3 Read the text and choose the best alternative to fill in the gaps. The family is the most important social group in all societies. However, the family is changing. The (1)... family is still the main type of family, although different types of small families are becoming more common, such as (2) ... families. In Britain about a quarter of all families with young children have only one parent, usually the mother. Over half of all UK marriages end in (3) ..., so 84 many people marry again, creating new families. In some societies, the nuclear family is part of a larger, (4)... family, which also includes grandparents and other (5).... Traditionally, such families worked and lived together. The family educated the children and looked after the old people. In the West, the number of extended families has become smaller because people now often move to different places. Today, most people have jobs outside the family and children go to school. Friends and work colleagues are sometimes more important than family. Many people choose to be (6).... A A A A A A atomic one-parent division extension relationships childless В nuclear В only-parent В marriage В extended В relation В childhood C C c c c c 4 Fill in the gaps in the text with the correct forms of the verbs in brackets. Gordon and Emily have been married (0) (marry) for fifty years. Gordon smiled when he ... (1) (be asked) how they... (2) (meet). He began to tell me about a dance hall in Croydon where he used to go in his twenties. Emily ... (3) (break in) and ... (4) (remind) him that it wasn’t in Croydon, it was in Purley. Gordon agreed that it ... (5) (be, not) in Croydon, but insisted that it... (6) (be, not) in Purley either. 5 You have decided to enter a short story competition organised by your English language teacher. The stoi^' must begin with the following words: I would like to tell you a story about my family / my friend’s family / my neighbour’s family. tVrite your story in 180-200 words. nucleus single-parent diverse extending relatives childlike D extended D no-parent D divorce D extensive D relative D childish Points ^ /6 В Work in pairs. Take it in turns to make up questions and interview each other. Take notes of your partner’s answers and find out at least three similarities and three differences between your families. family large or small? common hobbies? friendly? free time together? live with parents? names? age? occupation? strict or mild? get along well? grandparents? names? age? visit often? best thing about them? brothers and sisters? older or younger? argue with them? best memory of a family event? favourite family tradition? family funny story that you tell to your friends? any question of your own. Mark your score For tasks 1 -4, you can get 40 points. 32-40 points — well done 26-31 points — good 21-25 points — you can do better 20 points or less — revise and try again Tasks 5 and 6 should be evaluated by you, your classmates and your teacher. 85 * л' '“f vT<‘' Civilisation and progress Learning from the past 1 Work in pairs. Look at the pictures and say what you think they show. Then answer this question. • How can people learn from the past? Use: to produce enough food to establish laws and rules to have a system of education to control society to regulate the relationships of its members to have a system of values to develop a code of behaviour 2 Put the words in the sentence below in the right order and learn the definition of CIVILISATION. Then answer the questions. • What kinds of institutions and activities make up a civilisation? • VV'hat does a society need in order for it to be considered a civilisation? IS THAT CIVILISATION AND ITS DEVELOPED A INSTITUTIONS. HAS OWN SOCIETY CULTURE 3 Look at the picture and try to guess: • who the people arc • where they are • what they are doing • what they want to do ARTEFACTS ^ stone tools spear tip flakes 4 L’se the words below to make several sentences about the picture in Ex. 3. Write a description in your Workbook. make a discovery date back do research spare dig stone tools artefacts 5 Read the article and check your guesses. New evidence found by Russian archaeologists suggests that humans may have lived in the rugged lands of Artie Siberia much earlier than previously thought. The discovery of certain hunting tools along the Yana River in central Siberia has added at least another 15,000 years to the previous date. Human occupation of this area could now go as far back as 30,000 years ago. Dr Vladimir Pitulko of St Petersburg led a team of scientists who discovered the site. Uncovered were stone and ivory tools which included spear tips made of rhinoceros horn and mammoth tusk. The surprise findings indicate that humans were able to survive in harsh conditions during glacial times in this particular part of Siberia while the rest of the Northern Hemisphere was entombed in ice. Scientists are also trying to make connections between the existence of these humans in Siberia and the Clovis who are considered the first humans in North America. The similarity of the tools found in both areas suggests the possibility that at some point the people in Siberia made their way across from Asia to the Americas. Some scientists see this as evidence to explain the peopling of the Americas via the Bering Land Bridge. Glossary evidence — свидетельство rugged lands — с) ровые земли rhinoceros horn — por носорога mammoth tusk — бивень мамонта glacial times — время оледенения hemisphere — полушарие entombed — погребён via — через 87 6 Read the text again and decide whether the statemenU below are true (T) or false (F) T F I Archaeologists found traces of ancient people in the South of Siberia. 2 The hunting tools of prehistoric people were made of bronze. 3 The discovery suggests that people lived in Siberia much earlier than previously thought. 4 The first humans were not able to live in really harsh conditions. 5 The discovery will help scientists understand how the American continents became inhabited. 6 The first inhabitants of North America might have come from Siberia. В 7 Work in pairs. Discuss the questions. • Do you think the archaeologists’ discovery is an important one? Explain your point of view. • Is it a surprising archaeological discovery? WTiy? / Why not? consists principally of hunting for his spectacles. WORD FOCUS: WORDS OFTEN CONFUSED 8 Match the words that are close in meaning with their correct definitions. I Invention (1) or discovery (2)? a) the process of learning something that was not known before, or of finding something that was missing or hidden b) a machine, tool, or system that someone has made, designed, or thought of for the first time 11 Tools (1) or appliances (2)? a) machines or pieces of equipment that you have in your home, for example a washing machine or refrigerator b) pieces of equipment, usually ones you hold in your hand that are designed to do a particular type of work Ill Investigation (1) or research (2)? a) the detailed study of something in order to discover new facts, especially in a university or scientific institution b) the process of trying to find out all the details or facts about something in order to discover who or what caused it or how it happened 88 9 Fill in the gaps in the sentences with the words from Ex. 8. 1 Archaeologists were preparing the ... for the excavation. 2 ... like the electric light bulb changed the way people lived 3 Recent... shows that ancient people were able to sur\ive in very harsh weather conditions. 4 Modern people have a wide range of... in their kitchens. 5 The police all over the world join their efforts in the ... of acts of terrorism. 10 Put the words and expressions from the box in two groups to make correct expressions with do and make. Use your Workbook. do a discovery one’s best someone’s homework a telephone call nothing the washing up research a mess noise an effort plans a decision good a cup of tea an excellent job maths a mistake harm the cooking some work your hair an exercise make 1 1 Listen to the short dialogues and hll in the missing expressions with do and make. Use your Workbook. Work in pairs. Compare your answers. "Oh, this table is so uncomfortable! It’s a traditional country table. My great-grandfather... when ^ he built the house.____________^ 2 — Shall I help you in the garden? — Yes, please. I'd like you ... 3 - I’U ... — Oh, no, thanks, but I’d like some coffee, please. 4 — Do you like the place you’re staying at? — Not very much, actually. There’s ... around here — it’s reaUy boring. 5 — Have you ... yet? — No, actually. I’ve decided to ... first. 6 — Does anyone help you with the housework? — Yes, a man comes in once a week... 7 — Let me help you... — No, that’s all right. We’ve got a dishwasher. 8 — What’s going on? Could you please stop...! — I’m terribl)’ sorry, but we’re preparing for tomorrow’s performance. 9 — Remember ... before you leave for school! — I will. 10 — I feel terrible because he was so rude to me yesterday. — Calm down! You’re.... You’re just being oversensitive! 12 a) Choose three expressions from the two columns in Ex. 10 and write a sentence using each one. b) Write a story about any discovery. Use the expressions from Ex. 10. 89 GRAMMAR FOCUS. MODAL VERBS - EXPRESSING DEGREES OF PROBABILITY IN THE PAST 1 3 Read and remember. We use the modal verbs: must may / might can / could can’t / couldn’t ' + have + Vj to say if something was true, probable, possible or impossible in the past. People must have lived in Siberia in prehistoric times. Должно быть, люди жили в Сибири в доисторическое вр>емя. You are absolutely certain that something is true. People may / might have lived in Siberia in prehistoric times. Вероятно, люди жили в Сибири в доисторическое время. You think something has a good possibility of being true. People can / could have lived in Siberia in prehistoric times. Возможно, люди жили в Сибири в доисторическое вр>емя. There is a possibility that something is true. NB: This form is not as strong as might or may. People can’t / couldn’t have lived in Siberia in prehistoric times. Не может быть, чтобы люди жили в Сибири в доисторическое время. You are absolutely certain that something is NOT true. 99% 50% 25% 0% 1 4 Use must, may / might, can / could or cant / couldn’t plus the correct form of the verb in these sentences. 1 W'here was Peter yesterday? He ... (be) at school. The school year started a week ago. 2 I’m absolutely sure! They ... (arrive) yesterday. I saw their tickets. 3 The course ... (begin) on the fifth of September but I’m not so certain about it. 4 Are you joking! Nick ... (go) to Moscow last week. He’s supposed to be at work now. 5 They ... (come from) London, but I’m not sure. 6 We ... (take) the wrong turn. We should be there by now. 7 They ... (miss) their train. Otherwise they would be here by now. 8 It ... (be) Masha who answered the phone because she’s away. 9 I can’t find my cat anywhere. She ... (get out) through the window. The opening is too small. 1 5 Work in pairs. Discuss the statements. Use different modal verbs to say how certain you are about them. Then give your reasons. 1 People lived in the Arctic territories in 4 In the past there was only one continent prehistoric times. on Earth. 2 The pyramids in Egy^pt were built by aliens. 5 ...your own idea. 3 Humans evolved from apes. 90 WORD FOCUS 16 a) Label the parts of the human head. Use the words from the box. b) Work in pairs. (Student A — picture on page 188, Student В — picture on page 189.) • Student A describes the creature in the picture. • Student В draws the creature according to the description. • Switch roles. • Compare your drawings with the pictures. Use the words from the box and the adjectives from the following list. odd, unusual, strange, huge, tiny, short, long, wide, friendly / unfriendly, bright, pale, straight, curly, dark, thin, thick, hairy 17 Match the words with their definitions. 1 survival a) something that is needed in order for something else to happen 2 challenge b) the state of continuing to live or exist, even in face of difficult conditions 3 species c) the scientific theor)' according to which plants and animals change gradually over long periods of time to become more suitable for their environment 4 requirement d) a living thing, often imaginary, that is sometimes strange or frightening 5 evolution e) a plant or animal group that shares similar general features 6 creature f) something that needs a lot of skill, energy and determination to achieve 18 Fill in the gaps in these sentences with the words from Ex. 17. 1 For ancient man every day of his life was a fight for .... 2 The human ... managed to travel for rather long distances and inhabit remote areas. 3 Prehistoric man was brave enough to meet the ... of harsh environmental conditions. 4 Modern fantasy books often describe different unpleasant ... from other worlds. 5 Ihe new archaeological finds may tell us more about human .... 6 Ancient humans must have had to minimise their ... for food and conditions for life. 91 19 Arrange these words along the arrow to show their meaning. miniature giant tiny huge pygmy small large dwarf ... ... ... giant Pygmy Cpigmi] — a member of a people who are of less than average height. Most Pygmies live in Central Africa or Southeast Asia. A pygmy animal or plant typically does not grow very big. 20 Translate these expressions into Russian. 1 an astonishing discovery 2 a hobbit-like species of humans 3 pigmy elephants 4 miniature humans 5 tiny creatures 6 a primitive dwarf elephant 7 a giant rodent (грызун) 8 environmental conditions 9 minimising energy requirements 10 a limited food supply 11 human evolution 21 Look at the picture and guess what the creatures are. What do you know about them? 22 Listen to the radio programme about an archaeological discovery and answer the questions. Fill in the table while you are listening. Use your Workbook. 1 What kind of discovery did the archaeologists make? ... 2 What were the creatures called? Why? ... 3 What did these humans look like? ... 4 What do we know about their way of life? 5 Why were these humans so small? ... 6 Why is this discovery so important? ... __ 23 Work in pairs. Compare your notes and discuss any differences. Add any missed information. 92 24 Listen to the recording again while you follow the text. Fill in the gaps. Then add more information to your notes. Use your Workbook. Work in pairs to check your notes. Presenter: Welcome to “Prehistoric journeys”. Todays programme is about one of the most astonishing discoveries in archaeology in half a century — perhaps the most exciting in the search for other human species in history. Scientists have actually found the bones of a creature that seems to be a tiny species of human. No larger than (1) ... (6 words), these little humans lived with pygmy elephants and Komodo dragons on a remote island in Indonesia 18,000 years ago. Our guest. Richard Roberts, an archaeologist at the University of Wollongong, Australia, and one of the lucky participants of the research team, has agreed to answ'er my questions about this impressive discovery. Welcome to the programme, Richard! Richard Roberts: Hello, it’s a pleasure to be here. Presenter: Could you tell us then, what exactly was found on the expedition? Richard Roberts: Well, as you’ve mentioned, we Australian and also Indonesian researchers have discovered the actual skeleton of a miniature human and some (2) ... (2 words) in a cave on Flores, an island (3)... (4 words). This little human we’ve called the “hobbit" (CG) because her structure reminded us of the creatures from the Lord of the Rings books. Her original skeleton stood at just 1 meter tall and weighed about 25 kilograms. She was around 30 years old at the time of her death which occurred 18,000 years ago. This tiny female “hobbit” was found in the same area on Flores that contained (4) ... (2 words) of dw-arf elephants, giant rodents, and even huge lizards called Komodo dragons. Presenter: That’s really fascinating! So what did these “hobbits” actually look like? Richard Roberts: From what we can tell, they were about the size of a three-year-old child, but with a skull only one-third as large. They had (5) ... (4 words) but a more narrow forehead, thicker eyebrows and no chin. Presenter: Not very attractive according to modern standards, were they? Can scientists say anjlhing about their way of life? Richard Roberts: Certainly. While they might not look like modern people, some of their behaviours was surprisingly human. These little people of Flores (6) ... (4 words) and hunted animals, particularly the stegodon. This primitive dwarf elephant could be found on the island at that time and, although small, was still quite heavy at 1,000 kilograms. For the tiny “hobbit” hunter, this beast would have been a challenge so they also included in their diet: fish, frogs, snakes, tortoises, birds, and rodents. Presenter: I wonder how and why the “hobbits” came to be so small. Have you got any explanations for this? Richard Roberts: When scientists discovered the tiny skeleton, they thought it was (7) ... (6 words). At the time, there was no record of human adults that were that small. Modem 93 i Pygmies are considerably taller, at about 1.4 to 1.5 meters tall. The most likely explanation is that, over thousands of years, the species became smaller because the environmental conditions of the island favoured (8) ... (3 words). Islands provide only a limited food supply and the few species that live there are competing for the same territory. Survival would then depend on (9) ... (4 words). But there is no absolute proof that this is what in fact happened with this small human. Presenter: And my last question for todays programme: Could you tell us why this discovery is so imp>ortant? Richard Roberts: These “hobbits” were nobody’s fool. They survived alongside us for at least 30,000 years. However different they were from us, they were still managing some extraordinary things and all with a brain size only one-third the size of ours. They were not only producing sophisticated stone tools and hunting p>ygmy elephants, but they were also (10) ... (3 words) to reach their i.sland from mainland Asia. They, in fact, present an intriguing problem in evolutionary biology. I could not have predicted such a discovery in a million years. This find shows us how much we still have to learn about human evolution. PRONUNCIATION FOCUS 25 Read the teenagers’ discussion and fill in the gaps with the expressions from the Dialogue vocabulary. Use your Workbook. Then listen to the recording and practice saying the sentences. Mary: Paul: Mary: Paul: (1) ... the latest programme “Prehistoric Journeys”? I watched it with interest (2) ... the discovery they described is of great scientific importance. Yes, that’s my feeling too. (3)... I was so impressed... I had never thought such civilisations could have ever existed on our planet. (4)... that it’s almost like a science fiction story? (5) ... with that. On the contrary, the discovery is based on historical artefacts and the results of serious research. (6) .... Skeletons found by scientists helped them describe the “hobbits” and their way of life. And... (7)...? Dialogue vocabulary What do / did you think / feel? ...what’s your opinion? Do / Would you agree...? The reason why... is / was... ...because it seems / seemed to me... ...because I really do think... Yes, that’s my feeling too. That’s a very good point. I’m afi'aid I don’t agree. We both agreed / thought / felt... We couldn’t agree / decide because... Our opinions are different: ...thinks... and I believe that... a 0 2 6 Work in pairs. Di.scuss the questions and report the results back to the class. Use the expressions from the box in Ex. 25. Can you find the Russian equivalent for “nobody’s fool”? Do you agree that the hobbit was nobody’s fool? Give your reasons. Nobody’s fool — clever and with a lot of life experience so that you aren’t easily tricked by others 94 WORD FOCUS 27 Read and translate. Pay attention to the words in bold. What parts of speech arc they? find 1 We hope to find the answers to some of these questions. 2 The sculpture could be one of the finds of the centur>'. wonder 3 I wonder how scientists have discovered a пел\' anti-allerg)’ drug. 4 It’s difficult to imagine all of the wonders of modern technology. supply 5 A limited food supply made animals move to the South. 6 Two huge generators supply electricity to houses in the area. research 7 Scientists have carried out extensive research into the effects of these drugs. 8 The subject has not been fully researched before. report 9 The news was reported on every TV^ channel. 10 We expect a full report when you get back from your trip. Look through the verbs below and say which of them have the same form as their noun equivalents. Check your answers in the dictionar) if necessary. show, discover, challenge, explain, prove, diet, answer, evolve, surprise, present, dance, study В 28 Make up five sentences using the words from Ex. 27. Use your Workbook. Then work in pairs. Exchange your sentences and translate them. GRAMMAR FOCUS: COMPARATIVE AND SUPERLATIVE FORMS OF ADJECTIVES 29 Review comparative and superlative forms of adjectives. See “Grammar reference” (page 184). 30 Put the adjective in brackets in the correct comparative or superlative form. It was the ... (hot) day of the year. But the water in the river was ... (cold) than I had expected it to be. They always go to the ... (expensive) restaurants where you can see the ... (famous) people in the world. The work I do is now ... (rewarding) because the conditions are more comfortable. The water here is ... (deep) than it is further up the beach. The hare is one of the ... (common) animals that you will see in this region. 6 You are one of the ... (messy) people I know. Even your younger brother is ... (tidy) than you are. 7 I’m ... (busy) than 1 used to be so 1 have to get up even ... (early) than before. 8 Walking along this mountain path is much ... (risky) in winter than it is in summer. 9 The ... (boring) part of the weekend was listening to Gary’s jokes. 95 31 Put the sentences in the right order (1-5) to make a well-known joke. The last sentence is given. Then translate the joke. ___The more we forget, the less we know. ___The more we study, the more we know. ___The more we know, the more we forget. ___The less we forget, the more we know. ___The less we know, the less we forget. 6 So why study? WORD FOCUS 32 Read and remember. To emphasise an adjective, indicate its degree and also to sound more natural, we can use different qualifying adverbs before comparatives. Here are some examples: considerably taller much more exp>ensive a lot bigger far more interesting slightly longer a bit shorter a little warmer We have realised that the distance to the settlement is far longer than we had thought. Some centuries ago these plants were considerably shorter than now. 33 Fill in the gaps paraphrasing the words in brackets. Use the qualif)’ing adverbs from Ex. 32. “Your room has become ... (not so untidy)" Mother said. “Your report is ... (not long enough) than I had exp>ected,” the teacher said. My brother is ... (of greater height) than 1. The area where these ancient people lived was ... (huge) than the scientists had thought earlier. The weather is becoming ... (not so freezing) this week. В 34 Write down the name of a famous person. It could be a real person or a literary-character. Work in pairs. Compare the two persons whose names y-ou have written. Write 4-5 sentences. Use your Workbook. в 35 Work in pairs. Compare the way a person looked and lived in prehistoric times and now. Give rea.sons for your ideas. Example: Modern people look more beautiful now because their clothes arc tidier. 96 '>ч ^Chicften Itza Uxmal Tulum* - . Edzna^C^I 36 Do the quiz: What do you know about the Mayan |CG] civilisation? 1 Ihe Maya were ancient people of a) Australia b) America c) Asia 2 The Mayan civilisation is considered to have been a) advanced b) primitive c) strange 3 The Mayan civilisation reached its peak in a) the 1st century BC b) the 19th century c) 800 AD 4 At its peak the Mayan civilisation consisted of a) 13 million people b) 1,3 million people c) 130 thousand people 5 At the peak of its development the Mayan civilisation a) invented the wheel b) moved to another place c) disappeared 6 The reason for the downfall of Mayan civilisation was a) climate change b) the war with another civilisation c) an unknown fact 37 Read the text about the Maya and check your answers to the quiz. One of the great mysteries of archaeology was the sudden collapse of the Mayan Civilisation of Central America. The disappearance of one of the great civilisations of the zncient world puzzled scientists for years, as tney searched for clues among the ruined and deserted Mayan cities. How could a sophisticated culture with its knowledge of mathematics and astronomy •anish into thin air? At its height in about AD, there were probably about 13 million teyans supporting elaborate cities with grand pyramid temples. Their lands extended from Chichen Itza on Mexico's Yucatan Peninsula, —I'ough Tikal in Guatemala to Copan in Hon-- ras. And then, almost instantly, everything ! lapsed. Researchers have recently discovered that it was in fact climate change that caused the collapse of Mayan culture. It coincides directly with several periods of intense drought each lasting about a decade. The worst drought lasted between about 760 and 800 AD. Each one put more intense pressure on an already fragile civilisation. The cities were densely populated. But they relied on corn-growing farmers who didn't produce enough to sustain both themselves and the city dwellers. Even though the Maya built reservoirs to collect water, their crops still depended on seasonal rains. Their land had I Glossary AD — used after a date to show that it refers to a tiine after the birth of Jesus Christ BC — before C^hrist: used after a date to show that it refers to a time before the birth of Jesus Christ peninsula — полуострюв decade — десять лет, декада few rivers, being mostly dry limestone. When the rains failed, the water for drinking and agriculture simply ran out. With few reserves and lacking what became crucial for survival, Mayan Civilisation died. History has many examples of cultures that collapsed in other parts of the world. Almost 3,500 years ago, a drought lasting about 200 years terminated a flourishing society in Mesopotamia. Scientists know from studying the rings in trees that a drought in about 1130 AD destroyed the Anasazi culture of the Chaco Canyon in New Mexico, USA. But not all societies have had to surrender to the devastating effects of drought. The Chu-mash, of California's Channel Islands, appar- ently changed their behaviour in response to climate change. When deadly droughts threatened their survival, these hunter-gatherers became traders. What can modem societies learn from the Maya's downfall? Supplies of clean water are one of the biggest problems facing countries all over the world. Australia has experienced record droughts since the start of the 21st century. The western USA uses so much water that the Colorado River is dry by the time it joins the sea. People will have to change their habits even more, in order to survive the climate changes that are predicted in the next decades. 3 8 Find in the text from Ex. 37 the words and expressions in bold that mean the following: a) a long period of time when there is little or no rain and crops die b) a group of people who live by killing wild animals and finding food but do not by growing crops c) very great or extreme d) as a reaction e) to u.se all of something and not have any left f) with a lot of people living close together g) cities with no people in them h) extremely important because it has a major effect on something i) to stay alive despite difficulties j) immediately k) to create a situation in which something fails or stops existing 3 9 Read the text in Ex. 37 again and this time take notes. Then use your notes to answer these questions: 1 Why did the great Mayan Civilisation collapse? When did it happen? 2 W'hy didn’t the Maya survive the droughts? 3 What other civilisations have collapsed for the same reason? Give examples. 4 How can people survive under severe environmental conditions? Give an example. 5 What lesson can the Maya teach us? 40 Work in pairs. Discuss the following question and make a list of ideas using these phrases. Be ready to give reasons, examples and explanations for the ideas you suggest. whnt could the мяуя hnve doM Iw order to survive? Use; • to predict weather changes better • to change their behaviour • to build dams instead of pyramids • to move to a place with plenty of water • to make big supplies of water and food • to ask for help from neighbours • to invent a way to produce water . to learn to turn sea water into drinking water • your own ideas... 98 41 Work in groups of 4. Discuss Ihe ideas you developed in pairs in Ex. 40. Follow the chart to organize your discussion in a logical way. Then decide whose argument makes the most sense. GIVE YOUR OPINION We believe that... We think that... In our opinion,... GIVE A REASON SUPPORTING YOUR VIEW Because... GIVE AN EXAMPLE ILLUSTRATING YOUR REASON For example,... Let me tell you what I mean... В ASK FOR A REASON Why do you say that? ASK FOR AN EXAMPLE What do you mean? For example? Could you explain this? EITHER: ACCEPT THE REASON AND DISAGREE AND GIVE YOUR OWN OPINION GIVE REASONS TO (return to the start of the SUPPORT YOUR flow-chart) VIEW Mini-project: Discovering ancient civilisations Ancient people in RussiA .Cefeic ART Л mm >AkYcieK\f C^lvna. Щ Q Excavations in Troya Have all people originated from AFRICA? 42 Your class has organised a conference called “Ancient civilisations and archaeological discoveries”. Prepare your talk using the presentation steps. See “Learning strategies” (pages 169-170) as well as the steps listed below. Then present your talk to the class. a) Describe where and when the people lived. c) Describe what their lifestyle was like b) Give details about what they looked like. d) Explain what lesson we can learn from them 43 Write a composition (about 150-180 words) describing your findings about an ancient civilisation. Follow the plan in Ex. 42. 99 Section 2 ^Progress and development -J44 Work in groups. Make a list of the things you use every day. Then answer the following questions. • How long have you had these things? • W'hich of the things are most important to you? • Which of the things could you do without? 45 Work in pairs. Look at the pictures and guess what invention each of them refers to. Technological civilisation We are a technological civilisation and culture. Technology has been with humans from the first use of a stone as a tool and it is impossible to separate technology from our life now. This tool use has since developed to an advanced state, where our human culture is dependent upon the technology that surrounds it. Here are some inventions to consider: 1 46 Read the texts and check your guesses. Glossary silkworm — шелковичный червь mulberry seeds — семена шелковицы smuggle out — вывезти контрабандой hollow bamboo cane — полый бамбуковый посох movable type — печатный станок pinched card — перфокарта stimulated emission — инду'цированное (вынужденное) излучение data processing — обработка данных tissues — (зд.) ткани человеческого организма corrective eye surgery — хирургическая коррекция зрения According to legend, the wife of Emperor Huangdi developed silk as an industry about 4,700 years ago. Her name was Xilingshi, and she may be the first ever recorded female inventor. People did not bring silkworms to the West until 550 AD as it was a Chinese secret guarded with the threat of death. Eventually two monks smuggled out eggs and mulberry seeds in hollow bamboo canes. China still produces more silk than any other country. 2 At the end of the Middle Ages and the beginning of the Renaissance [CG] the German, Johan Gutenberg (1394/99-1467) invented printing with movable type. His Gutenberg Bible of 1455 was the first known printed book. More books were published in the 50 years follow ing Gutenberg than in the previous 1,000 years! So began the first revolution in information technology. 100 'i I ^ The building of ships seems to have begun in Egypt when the first models were designed 5,000 years ago and evolved to the sailing ships that could move easily with the help of wind. But there is still the mystery of how the first inhabitants of Australia were able to come to that continent 60,000 years ago since they had to cross a stretch of ocean of at least 70 kilometres. This most certainly required some means of ocean travel! 4 A Dutch optician, Hans Lippershey built the first documented telescope. Galileo, an Italian astronomer built another a year later and began his study of the sky. He proved that the Earth was not the centre of the solar system, destroying existing beliefs of the time. Isaac Newton built a telescope that used a mirror, a design used by most modern optical research telescopes today. 5 In 1888, an American inventor, Herman Hollerith, developed the first successful computer, using punched cards and electricity. This was the first step in automated data processing. In 1951, the first commercially available computer was introduced. By the late 1960s, many large companies were using computers. Then in 1975, personal computers were finally introduced. Today we cannot function without them! 6 The principle of the laser was first known in 1917, when physicist Albert Einstein described the theory of stimulated emission. However, it was not until the late 1940s that engineers began to use this principle for practical purjx)ses. These included Charles Townes at the Columbia University, Joseph Weber at the University of Maryland and Alexander Prokhorov and Nikolai Basov at the Lebedev Laboratories in Moscow. Both Townes and Prokhorov were later awarded the Nobel Prize for Science in 1964 for their inventions. Today lasers are used, for example, in corrective eye surgery, providing a precise source of heat for cutting tissue. 47 Read the texts again in Ex. 46 and do the task. Which text (or texts)... 1 mentions a world-famous award for scientific discoveries 2 describes the short-time effect the invention had 3 mentions a kind of crime 4 describes the invention that can benefit human health 5 describes the invention who.se inventor remains unknown 6 describes how the invention helped to destroy an inaccurate theory 7 mentions the discoveries made in informational technology 8 names the object that is still used in similar equipment today 9 gives the names of some famous physicists 101 в 48 Work in pairs. Read through the text in Ex. 46 once again and answer the following questions. 1 Which paragraph is the most interesting to read? Which is the most boring? Why? 2 Which one is the most difficult to understand? Why do you think so? 3 Which of the paragraphs gives the most unusual information? Explain your choice. В 49 Work in groups. With your books closed make notes of as many facts as you can from one of the texts above. Take it in turns to present your information to the class. The winner is the group that can remember the most facts. 52 Read the description of an invention and answer the questions. • What is the invention? • Who invented it? • When was it invented? • Were there any prototy7)es? • Why was the invention necessary? • \\Ъа1 happened to the invention later? THE BALLPOINT PEN О WORD FOCUS; WORD-FORMATION. NOUN SUFFIXES -ION, -TION, -ATION, -MENT CQ 50 Complete the following table with the missing word forms. Use your Workbook. Consult the dictionary if necessary. noun verb adjective inveniive evolve adc’anced develop civilised require describe 51 Change these verbs to nouns and write them down. Use your Workbook. inform excite improve imagine manage employ investigate disappoint state explain collect permit enlarge punish suggest measure move hesitate govern create entertain direct settle arrange invite expect examine The first non-leaking ballpoint pen was invented in 1935 by the Hungarian brothers Lazio and Georg Biro. Lazio was a chemist and Georg was a newspaper editor. A ballpoint marker had been invented much earlier in 1888 by John Loud, an American leather tanner (красильщик), who used the device for marking leather. But Loud's marker leaked, making it impractical for everyday use. A new type of ink had to be developed; this is what the Biro brothers did. The brothers pat ented their invention and then opene the first ballpoint manufacturing plant Argentina. in 53 Write a paragraph describing the invention of your choice. Use the questions in Ex. 52 to guide you. 102 I 54 Look at the pictures and label the parts of these inventions. Use the words from the boxes below. ICE CREAM MAKER handle blade aluminium cylinder hd outer case timer slot selector switch plug crumb tray 55 Read these sentences from the operating manuals and match them with the home appliances in Ex. 54. 1 Insert bread into the slots. 2 Freeze cylinder for at least seven hours or overnight. 3 Do not handle frozen cylinder with wet hands. 4 To activate the device, turn the timer clockwise to desired toasting shade. 5 Place chilled cylinder into the outer case. 6 Automatic timing will start and the red light will illuminate. 7 Fit the bottom of the blade into the hole in the cylinder. 8 Pour chilled ice cream mixture into the cylinder. 9 When the timer reaches zero, the neon light and heating element will switch off. 10 Place lid on the cylinder and lock it by turning it counter-clockwise. 11 The device is off when the timer is in the “0” position. 12 Attach handle and turn it clockwise slowly 3-4 times. 13 Let mixture sit for 2-3 minutes, then turn handle again 2-3 times. 14 Repeat for 15-20 minutes until handle is difficult to turn. 15 Transfer ice cream to a separate container, cover and freeze for 1 hour. 56 Work in pairs. Discuss which of the appliances is more useful at home. Explain your opinion. 103 GRAMMAR FOCUS; MIXED CONDITIONALS 4 57 Read and remember. When we talk about mixed conditionals, we are referring to conditional sentences that combine two different types of conditional patterns. The most common combination is the Type 3 conditional in the /^-clause (if + past perfect) followed by the Type 2 conditional (would + infinitive) in the main clause. With this combination we are contrasting an imagined or real event in the past with the present result of that. If the Maya had predicted weather changes better, their civilisation would probably survive today. IfCuttenberg hadn’t invented printing with movable type, people wouldn’t be able to publish so many books now. We can also convey the same idea of past event and present result by using the Type 3 conditional (if + past perfect, would’ve + past participle) in both clauses. We use this type of conditional when we regret past action or inaction. If the Maya had predicted weather changes better, their civilisation would probably have survived. IfCuttenberg hadn’t invented printing with movable type, people wouldn’t have been able to publish so many books by now. 58 Match the two halves of the sentences and translate them into Russian. 1 If I had taken that job... a)... I would have a better job now. 2 We wouldn’t be lost... b) ...our world would be a better place. 3 If I had taken French in high school,... c) ...if I had won the lottery. 4 If you hadn’t spent all your money on CDs,--- d) ...we’d be there by now. 5 I would be rich... e) ...I would be a millionaire now. 6 If I had worked harder at school... f) ...he would still have it. 7 If people were a little more tolerant,... g) ...if he had booked a table earlier. 8 If you hadn’t taken so long getting ready,... h) ...I would have more job opportunities. 9 If my father had locked his car properly,... i) ...you would buy this T-shirt. 10 We wouldn’t be standing here in a queue... j) ...if we had looked at the map. 59 Use your own ideas and mixed conditionals to complete these sentences. Use your Workbook. 1 Our teacher would be pleased if... 2 If I had thought the problem over... 3 I would be living in another town if... 4 All people would be geniuses if... 5 If 1 had won the lottery... 6 If 1 could fly... 7 I would be rich and famous if... 104 Mini-project: Start anew 60 Work in groups. Look at the inventions and decide which one was the most important in the last century. Match these words and phrases to make pairs with similar meaning. evolve aid reliant on happen disaster collapse fall apart develop gradually catastrophe occur help dependent on 62 Work in pairs. Agree or disagree with these statements. a) Computers are only additional tools in the workplace. b) Civilisation won’t collapse without computers. c) People are forgetting how to survive in the real world. d) People depend on technology in all aspects of their life. e) Computers are more reliable than people. 105 63 Listen to five people speaking about the role of computers in their lives. Match the statements from the table in Ex. 62 with what the speakers say. 64 Listen to the recording again and decide whether these statements are true (T) or false (F). 1 He is worried that people depend on ^ computers too much. □ 2 He thinks that computers can help people develop their skills. О ^ в 65 Work in pairs. Discuss the following questions and report the results back to the class. 1 How is your life dependent on technology? 2 Do you think people depend on computers too much? 3 What do you think the world would be like without computers? 106 i 66 Work in groups. Prepare to write an opinion essay (about 180-200 words) on the topic below. See “Writing an opinion essay” in “Learning strategies” (page 174). Kfls tecbi^U)0y becokvci suck я bi^ рЯИ: of your Life tkot existin.g without it rvow seems impossible? Use: communicate with people a calculator read books (by candlelight) talk and play family games use a computer for entertainment get skills that are necessary in the information age push buttons to get whatever you want bring information to our fingertips simplify your life live ones life through the internet labour-saving devices rely on technology too much / just a little can / can not do without be in deep trouble a positive / negative influence on somebody require creativity and initiative rule your own life Follow these steps: Step 1 Brainstorm on the topic and write down all the ideas that come to mind in connection with the topic. Step 2 Discuss the ideas in groups and choose the best ones. Step 3 Divide the responsibilities in your group; everyone should know what she / he is responsible for. Step 4 Work together to construct an essay. Consult each other and comment on your writing. Step S Concentrate on your bit of the text and write the first draft on your own. Step 6 Exchange your first drafts of your part of the essay and help each other to make the changes needed to make your writing clearer, such as: • the development of ideas • better organisation • sentence variety • vocabulary choice Step 7 Combine the individual paragraphs into an essay and look for vocabulary repetition, grammar mistakes and spelling errors. Step 8 Choose a secretary and write the second draft of your essay as a group. Step 9 Think of your target reader and the purpose of the essay; make it real! Make final changes if necessary. Step lOWYite the final version of the essay and present it to the class. Decide which group has the best one. WORD FOCUS 67 Match the verbs with the definitions. 1 shape a) provide the conditions in which something can happen or exist 2 alter b) make something stay the same, keep 3 sustain c) keep people or things apart from each other 4 maintain d) happen or make something happen at a faster rate 5 separate e) influence the way a person, idea, or situation develops 6 accelerate f) make something or someone different 107 68 Choose the words from Ex. 67 to fill in the gaps in these sentences. Make any necessary changes. 1 The increased use of advanced technologies could greatly ... the economic development of any country. 2 Some scientists believe that the human body has not ... radically since prehistoric times. 3 Research findings can be used to ... the way humanity develops. 4 Scientists believe that the present environmental situation can be ... and even improved. 5 It’s extremely important to ... the right balance between the technological and the spiritual development of humanity. 6 Is it possible to ... people and nature nowadays? WORD FOCUS: WORD FORMATION: NOUN SUFFIXES -ENCB, -ANCE, -/ГУ, -ТУ 69 Complete the following table with the missing word forms. Use your Workbook, Oonsult the dictionary if necessary. noun verb adjective active depend reliable humanity 70 Change these words to form nouns and add them to the table in your Workbook. able, enter, differ, curious, safe, appear, prefer, certain, original, honest, electric, refer, interfere, public, popular, formal, disturb, attend 71 Read the text and match the titles with the paragraphs. a) The global community has to make a crucial choice. b) Several ways people influence nature. c) Will the scientist’s prediction come true? d) People can help the Earth maintain its balance. e) A biologist’s opinion. 0 A scientist’s prediction about the new nature of our planet, g) Human creativity will help to lessen human impact on the Earth. Human impact on the Earth. How do we lessen it? 1 Nearly 70 years ago, a Soviet geochemist made a surprising observation: through technology and great human numbers, he wrote, people were becoming a geological force, shaping the planet’s future just as rivers and earthquakes had shaped itsi past. Eventually, the scientist, VladimirJ Vernadsky (CGJ, wrote that global societfj guided by science, would soften the hu-j* man environmental impact, and the Eartb would become a “noosphere” — a planet < the mind, “life’s domain ruled by reasom 2 Today, a broad range of scientists say tl part of Vernadsky’s thinking has alrea^ Glossary impact — an effect or influence ecosystem — all the plants and animals in a particular area, considered as a system with parts that depend on one another sustainable — capable of continuing for a Ic time; not harmful to the environment rate — the speed at which something happ emission — a substance, especially a gas, t! goes into the air III 108 been proved correct: people have significantly altered the atmosphere and are the dominant influence on ecosystems and natural selection. The question now is whether the rest of his vision will come true. 3 Humans have realised the environmental damage of the last century. With the aid of satellites and supercomputers, they now have a real chance to balance economic development with the environment beginning with sustaining the Earths ecological systems. 4 “We’ve come through a period of finally understanding the nature and effect of humanity’s transformation of the Earth,” said William Clark, a biologist at Harvard University. “Having realised it, can we become clever enough to be able to maintain the rates of progress?” he asked. “1 think we *» can. 5 Some scientists say people can’t understand the living planet well enough to know how to manage it. But this problem attracts world leaders and thousands of other participants to summits where they discuss ways of sustainable development. Communities and emissions of carbon dioxide countries face choices that are likely to determine the quality of human life and the environment well into the 22nd century. 6 Human activit)' has such a great influence on the planet’s ecology that it is no longer possible to separate people from nature. Emissions of carbon dioxide, whether from an Ohio power plant or a Bangkok taxicab, contribute to global warming. Shoppers in Tokyo seeking inexpensive picture frames send people deep into Indonesian forests. 7 Experts conclude that the same inventiveness that accelerated human development can be used to soften human impact. Z2 Match the words in the two columns to get word combinations. Then check your answers by finding the combinations in the text in Ex. 71. shape the ecological system alter people and nature sustain human development maintain the future separate the rate of progress accelerate the atmosphere 73 Answer the questions using the information in Ex. 71. 1 \Vhat does Vernadsk)’’s theory say about the Earth’s future? 2 Do you think this theory is right? Why? / Why not? 3 How has it become possible for people to sustain the Earth’s ecosystem now? 4 What does the biologist think about human impact on the Earth? 5 What kind of choice does the global community have to make? 6 What are the three examples of human interaction with nature given in the text? 7 What will help people to lessen human impact on the Earth, according to the text? 109 74 Work in groups. Discuss the questions and report the results to the rest of the class. 77 Work in pairs. Explain the quotations and agree or disagree with them. • How can we lessen our impact on the planet? • What is being done in the area where you live? • Is it necessary to do more? • What would you suggest should be done? Ise: avoid environmental damage reduce population growth and consumption rai.se money for environmental projects prevent species’ extinction protect the atmosphere and soil stop contributing to global warming make ecologically-conscious decisions save energy ban ozone-eating substances organise consumer boycotts promote clean air and water organise campaigns join efforts do concrete actions “All good things are difficult to achieve; and bad things are very easy to get.” Morarji Desai “Ihe future is not a gift — it is an achievement.” Harry Lauder WORD FOCUS; WORD FORMATION: AGENT NOUNS; -ER, -OR, -ENT-, -1ST, -IC/AN, -IAN pockets never held Only empty heads and p ^ do that.” hearts can Vi„centPeale 75 Add suffixes to the words to form nouns that will name the performers of the action. Write down the answers. Use your Workbook. magic invent direct biology science physics piano — music art govern history philosophy research engine act astronomy compose economy 78 a) Guess the meaning of the words from the list. Think about what helps you understand the words. Check your answers in the dictionary if necessary. individuals contribute spiritual sponsors laureate psychological intelligence lasers temperature b) Look through the text in Ex. 80 and find other examples of international words. 76 Work in pairs. Decide which professions have the most impact on the development of humanity. Give reasons for your decision. 79 Listen to the words and practise saying them. Compare them with the Russian equivalents. I WORD FOCUS: INTERNATIONAL WORDS PRONUNCIATION FOCUS; INTERNATIONAL WORDS no 80 Read the text and answer the following questions. 1 What is the purpo.se of the Kyoto Prize? 2 Who is the founder of the prize? What do we know about him? 3 How many people have been awarded the prize? Who are they? 4 How does the founder of the prize explain the idea behind it? 5 Who were the prize laureates in 2001? What achievement did they get the prize for? Kyoto Prizes to further stress “moral” achievements The Kyoto Prize is Japans equivalent of the Nobel Prize. The awards are given to individuals or groups who have made “significant contributions to the progress of science, the development of civilisation, and the enrichment and elevation of the human spirit.” The sponsor of the Prizes is the Inamori Foundation, founded in 1984 by Kazuo Inamori, a successful businessman in ceramics and electronics. The prize is similar to the Nobel Prize, but more inclusive as it acknowledges Arts and Philosophy, as well as Advanced Technology and Basic Science. Unlike the Nobel Prize, however, it is never given to corporations. Ever)' November, three winners of the Kyoto Prizes receive a diploma, a gold watch and 50 million yen. The prizes are given to scientists, philosophers and even filmmakers. In 2001, the Russian laureate. Zhores lvano\ich Alferov, won the Kyoto Prize for Advanced Technology for his work with semiconductor lasers at room temperature. He developed an efficient low cost technology that improves communication equipment from fibre-optic networks to personal DV'D players. In 2006. the Prize for Arts and Philosophy went to the fashion designer. Issey Miyake, for “creating clothing that can become a part of people’s lives, cutting across time, national borders, and classes.” Inamori has criticised modern culture for ignoring our emotional and spiritual development and feels that more recognition should be given to those who work for the common good. “Today we are rushing ahead with incredible scientific and technological achievements, while understanding of our emotional and psychological development lags behind badly,” he says. “It is my hope that the Kyoto Prizes will encourage balanced development of both our scientific and our spiritual sides.” Inamori worries that people are losing their old models of moralit)' and ethics based on religion. But he belies'es that if we use our intelligence properly, we can create a new way of thinking, one that does not add to human suffering. He has now given the Inamori Foundation 70 billion Yen, which he hopes will help to recognise people who contribute to this process. Glossary J acknowledge — прианавать basic science — фундаментальная наука semiconductor — полупроводник 111 81 Write down the following expressions and translate them into Russian. a) to recognise significant world achievements b) to honour individuals and groups c) to further humanity through a balance of technology and spirituality d) to emphasise moral and spiritual contribution e) to work for the common good f) to rush ahead with incredible achievement g) to encourage a balanced development of both scientific and spiritual sides h) dramatic advances in science and technology i) to abandon the old model of morality and ethics j) to be central to modern life В 82 Work in pairs. Discuss the following questions. Support your answers with the information from the text. • What is more important for the development of humankind: technological progress or moral values? Explain your answer. • Do you think it is a good idea to award people of different professions the same prize? Why? • Do you know anyone who should be awarded the Kyoto Prize in your opinion? Give examples of some people and their achievements. О ‘ к S] Mini-project; Inventing a new prize E 83 Work in groups. You have been given the task to make a proposal for a new prize. Follow the scheme and solve the problem. PROBLEM-SOLVING PROCESS A new kind of prize? \\ЪаГ kind of achievements? What kind of prize? The name for the prize? \\Ъеп / Where / How often to award the prize? Local or international? First laureates? Your own ideas... • Find out what each member of your group thinks about the problem. • Make brief notes of each suggestion and opinion. 112 Look at the suggestions you have in different ways, and be open to their possibilities. Help each other to understand each suggestion better, and ask questions if necessary. Make a list of all the suggestions with short explanations. Put the suggestions in order of preference. Think of the advantages and disadvantages of each suggestion. Don’t think that any suggestion might be a perfect solution. Think about a combination of different suggestions. Choose one and prepare to present your prize proposal to the rest of the class. Whether or not you achieved your goals, it is important to think about what you have learned from your experience, about yourself, and about what you consider important. Don’t you think that...? I’m not sure I agree with you there... I can’t understand your point... That’s what I think. I totally / entirely / completely agree. Hagi ue 113 Section 3 I Man-made wonders of the world GRAMMAR FOCUS: INFINITIVE VS V-ing FORM 84 Read and remember. It is really only a matter of learning which verbs take the to infinitive and which take a У-ing form. • For example, the verbs hope, expect, and learn normally take the to infinitive. I learnt to swim in the Black Sea last summer. I expect to get high marks in English this term. I hope to hand in my project paper on time. • After some verbs (e.g. tell, advise, ask), to infinitive follows the object. VJe asked a stranger to show us the way. He advised me to drive more slowly through the town. The new teacher told us to be quiet. • Other verbs, such as enjoy, finish, admit, mind, feel like, can’t help, look forward to, and prevent take the \-ing form. / can’t help feeling that its going to rain before we get back. I feel like stopping work now and coming back to it later. Do you mind not talking in here? Speaking is not allowed in the library. He admitted having copied the task from his neighbour. I always enjoy listening to music when I’m feeling stressed. She finished cleaning the floor and then she vacuumed the room. I look forward to hearing from you. The doctor prevented him from getting seriously ill. • Some verbs, such as begin, start, like, love, hate, continue, and cease can take either the to infinitive or a \'-ing form and there is usually little or no difference in meaning between them. I like to read in bed. I like reading in bed. I continued to study till mum came in and then we had supper. I continued studying till mum came in and then we had supper. Sometimes the meaning changes when you use one form or the other; verb meaning when followed by the to infinitive meaning when followed by V-ing form mean / mean to finish this job no matter what happens. = to be determined to do it, to intend A new theory of human development will mean changing people’s attitudes to the environment. = to signify, to result in regret We regret to inform you that your flight has been cancelled. = to feel regret for an action first and then to do the action I regret spending so much money, because now 1 can’t pay all my bills. = to do an action first and later to regret it remember Remember to call me next week. = to remember an action first and then to do the action I remember playing with you when we were both small children. = to do an action first and later to remember it stop I stopped to tie my shoelaces. = to stop in order to do another action 1 stopped eating meat years ago. = to quit try He tried to find a job. = to attempt to do something He tried asking his friends to help him. = to experiment, to do an action in order to test what happens 114 85 Use the correct form (to infinitive or V-ing) of the verbs in brackets. 1 I hope ... (watch) the programme about ancient civilisations tomorrow. 2 I can’t help ... (wonder) why Jane won’t admit... (copy) the task. 3 You should avoid ... (be) absent if you want... (pass) the exam. 4 I couldn’t find any material for my project, so she suggested ... (search) the internet. 5 She decided ... (stop) ... (write) the article; she felt very tired. 6 ... (eat) is not allowed during the presentation. T He plans ... (do) research on the history of civilisation after he gets over his illness. 8 ... (watch) films without dubbing is a good w'ay ... (improve) your English. 9 I tried ... (convince) him to take part in the project, but he refused ... (do) it. 10 The journalists tried ... (ask) the historians about the discovered “hobbit” civi- lisations, but they couldn’t give detailed comments. 11 If you enjoy ... (investigate) the origins of plants and animals, you will love ... (go) to the exhibition in the scientific centre. 12 1 can’t remember ... (visit) this place before; it looks unfamiliar. 13 “Remember ... (revise) your grammar,” said the teacher. 14 I’m sorry. 1 didn’t mean ... (interrupt) you. 15 Those facts need ... (check); you may find some information on the topic in the latest magazine. 16 After you finish ... (print out) the report, would you mind (take part) in our discussion? 17 I regret... (tell) you that we are not going to take part in the regional sport competition. Ш 1Й ir В в 86 Work in pairs. Discuss the difference in meaning between these sentences and then decide how each sentence should end. She didn’t remember to hand in her task because... She didn’t remember handing in her task because... I tried to unlock the door but... I tried unlocking the door but... We stopped to eat our sandwiches when... We stopped eating our sandwiches when... I regret to tell you that your mark was very low because... I regret telling you that your mark was very low because... I need to repair these shoes because... These shoes need repairing because... I mean to write the composition today and... A completed composition will mean getting a good mark and... В 87 Work in pairs. Ask each other the following questions and make note of your partner’s answers. Use your notes to write down complete sentences about your partner. Use your Workbook. 1 How do you really feel about school? 2 V\'hat things did you intend to do yesterday? 3 What did you regret doing this week? 4 What do you remember doing when you first came to school this morning? 5 What do you need to remember to do this week? 6 What would you like to stop doing? 7 Did you slop on your way home yesterday? Why? 115 k J88 Work in groups. Look at the pictures and say if you know the places they show. What do you think they have in common? Match the pictures and the names of the places (see the table in Ex. 89). J 89 Work in groups and follow these steps. Use your Workbook. Dialogue vocabulary a) Discuss what kind of information might be missing. b) If you don’t know some of the facts, make some guesses. c) Think about where you can get information on the missing facts. d) Fill in the missing information. e) Be ready to report the results of your work to the rest of the class. f) Compare your results with another group. g) Decide, how and where you will get the needed information. We’re absolutely certain that it... It may have been created because... Perhaps... It could have been constructed in... We’re not sure but this... Well, I guess... We can’t say if it was built for... We have our doubts about that... ...is not very likely. 116 Г I Where When Why How ' 1 STONEHENGE About 3000-1000 BC Builders could have used stone tools to shape the stones, and wooden rollers, levers, and ropes to set them in position. 2 PANAMA CANAL Isthmus of Panama To make it easier to travel between the Atlantic and Pacific Oceans. i TRANS-SIBERIAN RAILWAY 1891-1916 4 HOOVER DAM Colorado River at the border of Nevada and Arizona (USA) Explosives and heavy equipment enabled builders to create this huge dam. ' 5 ENGLISH CHANNEL TUNNEL or THE CHUNNEL 1987-1994 £ is: 90 Before listening to the recording, check with the other groups’ results and compare them with your own results. Then listen to the recording and check your guesses. Make corrections and additions in your tables Mini-project: A local wonder 91 Work in groups and prepare a presentation about a man-made wonder in the place where you live. a) Think about the place where you live. b) Choose a man-made wonder near you. c) Discuss what makes it attractive or what you dislike about it. d) Make notes of your discussion. e) Describe the wonder using the table in Ex. 89 (Where? / When? / Why? / How?). f) Make a presentation of your wonder to the whole class using your notes. 92 Write a description of the man-made wonder you have presented, illustrate it and display it in your classroom. Then vote for the most original piece of work. 117 Section 4 Robots of the future 93 Look at the pictures and say what you think they show. Make a list of what these things can be used for. 94 Read the text and check whether you have guessed correctly. Future Robots What role will robots have in our future? Will they only be functional, or will they be our personal companions? Computer scientists in Japan and the USA now believe that robots will be friends and helpers like C-3PO and R2-D2 in the film Star Wars [CGJ. Helen Greiner, of the company Robot, says they are good for jobs that are “dull, dirty, and dangerous”. Others believe robots will some day be a part of everyday life. Katsumi Muto of Sony thinks that elderly Japanese people might need mechanical carers. His company has developed Aibo, a robot dog, and Qrio a humanoid, which can walk and play music. Robots like this will help make peoples lives easier, by cleaning the house or delivering the mail, but they will not require care like the family pet. Scientists see the next step is making robots that can feel and show emotion. The Massachusetts Institute of Technology has built a robot called Kismet, which can move its eyes and show' emotional expressions. One day, people are likely to accept robots into daily life, as helpers and companions like the family dog, which they can love. Glossary C-3PO and R2-D2 — the robots in cult film series Star Wars carer — помощник, сиделка deliver — доставлять the 118 95 Read the text again and answer the following questions. How are robots supposed to be used in the future? Add some ideas from Ex. 93 to complete your answer. Why are robots better companions than dogs, according to the text? Why can people look forward to the time when robots will be accepted into daily life? 4 Would you like to have a robot companion? Why? / Why not? 5 How could robots be most useful in daily life? Why do you think so? 96 Put the verbs in these sentences in the correct future form. See “Ways of expressing the future” in “Grammar reference" (page 185). 1 \^Ъo do you think ... (win) the next Football Championship? 2 Mum, 1 can’t understand the task and need help! ... (help) me? 3 V\Ъen ... you ... (visit) me next year? 4 The plane ... (take off) at 6. 5 I’m so hungry! I ... (make) a sandwich for you and me. 6 He ... (study) at the university next year. 7 As soon as I ... (come) home. I’ll ring you up. 8 We ... (fly) to the Crimea next week — we are on holiday at last! 9 Look at these clouds — it ... (rain) any minute. 10 Hurry up! The lesson ... (start) in a minute! 97 Answer these questions about yourself. Then work in pairs and discuss your answers. How many things have you got in common? How many differences? WTiat are you doing this evening? What are you doing tomorrow evening? What are you doing at the weekend? What are you going to do in your spare time on Saturday? What are you going to do in three years’ time? Where do you think you will be this time tomorrow? 119 J98 Work in groups. Write down a list of changes you expect to happen in the world in a hundred years’ time. Follow these steps. a) Discuss your ideas b) Choose three of the most likely developments from the topic list. c) Describe them to the rest of the class. Possible topics for your predictions: UlNl \, Techn^U>0j.j Ni Nonces Dialogue vocabulary ^ worie In a hundred years’ time there will... The most dramatic change will take place in... First of all. it’s necessary to mention... Then... Finally... We are convinced that... will... We think... might become... ...is / are likely to become... To sum it up, I’d like to say that... Use: advanced technologies computer classes computer programmes inventive reliable challenging developing (do) research discover / make a discovery invent alter sustain supply have an effect maintain separate accelerate become crucial rely on technology run out your cvjvi IdtR in response to 120 99 Listen to the advertisement and answer the following questions. 1 What creatures does the advert compare the robot to? Why? 2 How useful can this robot be? W'hat can it do? 3 How does it react if it notices something unusual in human behaviour? 4 What groups of people can this robot be useful for? 100 Listen again and fill in the gaps in the summary. Use your Workbook. NB: You don’t have to u.se exactly the .same words you hear on the recording. 1 Wakamaru is a robot designed .... 2 It is ... a young Japanese warrior. 3 It is ... and useful for your life at home. 4 Wakamaru is able to ... to people and .... 5 It is important that it can determine ... in people. 101 Work in pairs. Discuss the advantages and disadvantages of keeping this kind of robot in your home. Report your various arguments back to the whole class. Use: smart intelligent small require care a part of everyday life incredible possibilities closer to reality a highly effective tool are able to help / move / open / respond / keep an eye on... could be used for / as... could be equipped with... easy / difficult to control Dialogue vocabulary In my opinion... Oh, I see! I never thought about it that way before. I’m afraid I can’t agree... I don’t agree that... May I have a word? Excuse me for interrupting. 102 Read the text and answer the following questions. 1 What kind of book is the text taken from? 2 Have you read other books of that kind? What were your impressions? 3 Who are the main characters? 4 What is unusual about them? 5 What do you think will happen in the part of the story you are about to read? Isaac Asimov, 1920-1992, a US scientist and writer, born in Russia, and best known for writing science fiction (stories about life in the future and imaginary developments in science) You are going to read a part of a story taken from the book /, Robot by Isaac Asimov, Robot Robbie is the nanny of a girl, Gloria. Huge Robbie and the little girl enjoy spending time together. They have a lot of things they like to do. Gloria invents funny and thrilling games that would not be as exciting without her friend, and Robbie likes listening to her amusing stories for hours. Even when Gloria tells him well-known fairy tales, it makes him feel delighted and he wants to listen to her stories again and again. He even agrees to be 'a big silver air-coaster" for Gloria when she promises to tell him the story of Cinderella again. They have become very close friends and seem to understand each other very well. Gloria enjoys Robbie's company and the robot seems to be a very caring nanny for the girl. 121 SI 103 Listen and read part of the story and answer the following questions. 1 Who are Mr and Mrs Weston? 2 Why is Mrs Weston so worried? 3 Does Mr Weston agree with her? What arguments does he give? Glossary [...) Mrs Weston waited patiently for two minutes, then impatiently for two more, and finally broke the silence. “George!” “Hmpph?” “George, I say! Will you put down that paper and 1сюк at me?” The paper rustled to the floor and Weston turned a weary face toward his wife. “What is it, dear?” “You know what it is, George. Its Gloria and that terrible machine.” “What terrible machine?” “Now don’t pretend you don’t know what I’m talking about. It’s that robot Gloria calls Robbie. He doesn’t leave her for a moment.” “Well, why should he? He’s not supposed to. And he certainly isn’t a terrible machine. He’s the best darn robot money can buy and I’m damned sure he set me back half a year’s income. He’s worth it, though — darn sight cleverer than half my office staffT He made a move to pick up the paper again, but his wife was quicker and snatched it away. “You listen to me, George. I won’t have my daughter entrusted to a machine — and I don’t care how clever it is. It has no soul, and no one knows what it may be thinking. A child just isn’t made to be guarded by a thing of metal.” [...] Taken from I, Robot by Isaac Asimov darn — (American informal) an interjection u.sed when you are annoyed about something he set me back — он мне стоил income — доход snatch — выхватывать entrust — доверять * 122 SJ 104 Work in pairs. Discuss who.se position you support more: Mr Weston’s or Mrs Weston’s. Develop your arguments and present them to the class. ^105 Work in groups of 3-4 and discuss the following questions. List the arguments that support your opinion. • Can robots / computers / technological devices be dangerous? • What threats do they pose? Dialogue vocabulary I really feel that... Exactly! I have to with you. I don’t think... agree Mini-project: A new robot design 106 Work in groups. Design a new model of a robot. Ask each other the following questions: 1 Why is a robot like this necessary? 2 Where could it be used? 3 When should it be used? 4 Who could benefit from using it? 5 What should it look like? 6 How will it work? SIX BASIC QUESTION TO ASK Why Where When W'ho What How 107 In your group, give a presentation of your robot design to the class. Follow these steps: a) Draw a picture or prepare a poster of your group’s robot. b) Give your robot a name. c) Explain how your robot works. d) Explain w'hat your robot can be used for. e) Listen to other groups’ presentations and decide as a class whose design is best. 123 Key vocabulary Useful phrases ...because I really do think... ...because it seems to me... But, wouldn’t you say...? Do you agree? Don’t you think that...? Excuse me for interrupting. I can’t understand your point... I do think that... I have my doubts about that... I have to insist on... I totally / entirely / completely* agree. I’m absolutely certain that it... I’m afraid I don’t agree. I’m not sure but this... I’m not sure I agree with you there... ape accelerate advanced basic science appliance j advance average become crucial archaeology 1 alter challenging climate change challenge 1 contribute civilising be dependent on technology civilisation I convince considerably ; be in deep trouble collapse i evolve crucial data processing creature i function descriptive : date back decade i invent developing i densely populated discovery ; lessen evolving 1 do research drought ■ maintain glacial j do without smth ecosystem occur gradually 1 rule your own life evidence ; puzzle inventive - global warming evolution i rely on miniature ’ hand in find research prehistoric in response to impact (on) I run out primitive maintain balance invention separate pygmy : make a discovery investigation t shape reliable pygmy ’ supply required report i survive slightly nobody’s fool requirement i sustain spiritual rely on technology skull * wonder sustainable ' run out species ' rush (ahead) supply survival tool Let’s start with... May I have a word? Our opinions are different: ...thinks... and I believe that... That’s a very good point. That’s what I think. The reason why... was... We both agreed / thought / felt... We couldn’t agree / decide because... Well, I guess... What about...? What do you think / feel? What’s your opinion? Why don’t we...? Yes. that’s my feeling too. You mean that..., don’t you? 124 Progress check ■i 1 a) Listen to a part of a radio programme and make notes on the following: 1 Date of the event:.... 2 Name of the event:.... 3 Number of people:.... 4 Number of citie-s:.... Points /4 b) L.isten again to a part of a radio programme and decide whether these statements are true (T) or false (F). 1 Many cars will be given away free to рсюг people on Car Free Day. О 2 Ihe day will encourage drivers to use their cars less. СИ 3 Many cities will completely close whole roads to cars. □ 4 The day forms part of Europe’s Mobility Week. СИ 5 The theme in Europe this year is “Clever Computing”. □ 6 Car Free Day hopes to reduce traffic jams and greenhouse gases. СИ Points Q /6 2 a) Read the text and decide whether these statements are true (T) or false (F). 1 Some alternative science theories don’t have enough proof. СИ 2 Ancient Egyptians could have known how to produce electricity. СИ 3 The strange ancient pots found in today’s Iraq were electrical batteries. СИ 4 The scientists found some soot on the walls of underground rooms. СИ 5 Ancient Egyptian light sources must have produced soot. СИ 6 The reconstructions of ancient Egy-ptian electrical batteries and lamps don’t work. СИ Points (Cd /6 Ancient Egyptian Electricity It is a popular belief in alternative science that our ancestors had a much greater technological knowledge than our schoolbook science (1) is w illing to accept. Many of those theories are lacking serious foundation and are often based on some crazy ideas. But the theory that electricity was known and used in ancient times seems to rest on (2) a much more serious basis. The key to the whole theory lies a few hundred kilometers east of Egypt, in today’s Iraq. There some strange pots were found. Some contained copper cylinders, glued into the opening with asphalt. In the middle of the cylinder was an iron rod. held in place also with asphalt. The archaeologist who found the first of these pots in 1936 was sure that this was a galvanic element, a primitive battery. Reconstructions did indeed show that it was possible to create electricity' with it. Another key element for this theory is actually something that is missing. It’s a riddle where schoolbook science is capitulating (3). This element is soot, a dirty black powder that is produced when you burn something such as coal or wood. In none of the many thousands of underground tombs and pyramid rooms was a single trace of soot found, although many of these tombs are full of often colourffil paintings. But the primitive light sources the Egy'ptians knew such as candles and oil lamps. 125 are always leaving soot and are using oxygen. So how did the Egyptians get their light? In the temple in Dendera, several dozens of kilometers north of Luxor, some experts found the light (4). A Norwegian electrical engineer noticed that the object drawn on the top of the wall could work as a lamp. An Austrian colleague was able to construct a working model, and two well known authors Peter Krassa and Rainer Habeck, could even work out a real theory based on it. What we see is without question a form of bulb, with two arms reaching into it near its thick end, and a sort of cable at the other end, from where a snake is leaping out to touch the arms on the other side. The whole device really looks like a lamp. Is this the proof? Did the Egyptians know and use electric lights? If so, where did they get the principle from? Was it from their own invention, or did they have help? b) Read the text again and choo.se the best alternative for the meaning of the words in bold. Schoolbook science here means a) science subjects taught in schools b) conventional scientific theories c) scientific laws and rules found in .school books To rest on means a) to be buried somewhere b) to be placed somewhere c) to be based on something Capitulating here means a) unable to find any explanation b) stopping fighting in a war c) disagreeing with the theory Found the light means a) discovered an ancient electric lamp b) found an ancient electric battery c) got the answer to the question Points □ /4 3 Read the text and choose the correct options to fill in the gaps. A robot’s brain is a computer. It switches ( l(1) ... the parts of the robot that make it move and (2)... certain tasks. The programmer programs the robot with information for each task. A simple task needs very complicated software and hardware. The robots of today (3)... talk, play football, walk upstairs, dance and even conduct an orchestra! A (4) ... of robots can see and hear — using cameras and microphones with software that helps them (5) ... things. Some can even smell. Robots can’t think like we do. information, and process it by (7) ... it to the data in their program. Then they “decide” which is the (8) ... solution. Some robots can also communicate with humans (9) ... a very simple level: their software can recognise people’s body language and how they use their voice. Now (10) ... South Korean professor has developed new software using human DNA as a model. He says it will give robots personalities and feelings. Text taken from Quick Smart English but some robots can solve (6) They collect Pre-Intermediate by Rebecca Robb Benne 1 a) up b) off c) down d) on 2 a) make b) do c) have d) get 3 a) can b) may c) should d) must 4 a) much b) lot c) many d) majority 5 a) reconsider b) recognise c) reconstruct d) repair 6 a) problems b) sums c) questions d) theorems 7 a) confusing b) computing c) comparing d) conducting 8 a) best b) fastest c) most d) worst 9 a) to b) under c) above d) at < г=г;— 10 a) a b) the c) an d)- ^Points /10 1 126 4 Fill in the gaps in the text with the correct forms of the words in CAPITAL LETTERS at the end of each line. Without my computer I would not have the pleasure of the getting to my favourite sites, I would have difficulty (1)... with friends, and I would not be able to do my work for school. I often wonder how we all managed before computers were a common place in the home. I just don’t have the time to be always running to the post box to send letters. E-mail is very (2) ... when you have a tough .schedule. Most of my (3)... time is spent at the computer as by the time I finish doing homework 1 am too tired and it is often too late to go out. It is a (4)... reference aid and (5)... tool. If all else fails, you can play cards on it, although my own (6) ... is for action games! COMMUNICATE IMPORTANCE RELAX WONDER EDUCATION PREFER Points /6 5 You have had a class discussion on the impact technology’ has on society. Now your teacher has asked you to write an essay giving your opinion on the following topic. Write your essay in about 180-200 words. “Imagine that you could only use ONE of the following: a computer, a mobile phone or a fridge. Which one would you use and why?” 6 Work in pairs or groups and discuss these questions. Take notes of your discussion and share the results with another group. 1 Which of the following international events would you join? 2 Which of the events would be the most efficient? 3 Which would be the most difficult to organise and take part in? Why? 4 How could you make these less difficult? 5 How could you benefit from each event? lA^eiWATiOATAL eveAO's PLAATT A 1K££ VAf CAP. FP££ VAy AT7 eL£CTPJCny VAy BPCy МУГНШС VAy P£CyCL£ Е\/£Р.УТНШС VAy SMIL£ AT ALL ШАЩ^РЛ VAy Mark your score For tasks 1-4, you can get 36 points. 30-36 points — well done 24-29 points — good 19-23 points — you can do better 18 points or less — revise and try again Tasks 5 and 6 should be evaluated by you. your classmates and your teacher. 127 // Section 1 f. The world of opportunities Away from home 1 Work in pairs. Answer the questions. • What is the longest time you have been away from home? • Where did you go? Why did you go there? • How did you feel about your experience? Use: feel curious / nerv'ous / frightened / amazed be in a good / bad mood be an unforgettable experience be impressed by have a very special time... 2 I.ook at the pictures and guess where the people are and what they are doing there. 3 Read the dictionary entries and guess what the words in bold have to do with the young people in the pictures. be culturally aware t about the culture *«mething countries. or several * gap year — a long period (typically a year) a previously fuU-time student takes off before going on to college or university. 4 Listen to two young people speaking about their experience abroad. For each sfteaker answer the questions: 1 Where is he / she from? 2 Where did he / she go? 3 Why did he / she go abroad? 4 What did he / she do there? 5 Does he / she sound positive about their experience? Listen again and make notes on how the speakers’ feelings about their visits changed. Use your Workbook. Work in pairs. Compare your notes with your partner and explain your ideas to each other. Speaker 1 jbc the bock - “f inioconw' countr» ^ environtnew 6 Listen to the recording again and make a list of advantages and disadvantages of such an experience. Use your Workbook. Advantages you can make пем’friends before the visit during the visit after the visit Speaker 2 before the during the after the visit visit visit Disadvantages you can experience culture shock 129 i GRAMMAR FOCUS; WAYS OF EXPRESSING PREFERENCE, PURPOSE, LIKES AND DISLIKES 7 Read and remember the examples from the “Grammar focus” table. See “Grammar reference” (page 186). Expressing preference I’d like to go to another country to study. I’d prefer to continue studying. I’d rather go on an exchange programme. I’d choo.se to take a gap year. I’d prefer not to go away from home. ^ I’d rather not waste time on travelling. Шт Ij Expressing purpose I’d like to stay for some time in Britain... ' • ...to practise my English. ...so as to meet new people. i ...in order to develop self-confidence. ...so as not to get bored with studying. Expressing likes / dislikes I’m really very keen on learning languages. Meeting new people is what I really like. It’s not really my kind of thing. I don’t really like being away from home. I really love challenging situations. □ 8 Work in pairs. Tell your partner whether you would like to be a participant of a similar programme and explain your ideas. Some of the opportunities are: • to get some working experience abroad • to learn a language abroad • to participate in a student exchange programme • to stay at home and prepare for further studying • your own ideas... Example: Many of my friends would like to go away from home for some time so as to become more independent and to develop some self-confidence. But if you ask me. I’d rather not go anj'where. Id choose to stay at home and make the most of my time in order to pass university entry exams. I don’t really like being on my own. Having to face difficulties every day does not particularly interest me. WORD FOCUS: EXPRESSIONS WITH GET 9 Match the examples below with the meanings of the word get. a) I don’t get it. What’s happening? 1 to obtain, receive 2 to become get 3 to manage to enter 4 to understand 5 to use particular means of transport 6 to recover from some bad experience b) I got a call from my host family yesterday. c) It took me 2 months to get over the culture shock. d) It’s getting late. I have to go. e) I usually try to get the 8.00 train. 0 I left the keys at work and got into the house through the window. 130 1 о Complete the sentences about yourself. Work in pairs. Share your ideas with your partner. Decide what meaning the word get has in each sentence. 1 I get on really well... 2 I get a bus if... 3 It takes me... to get... 4 My teacher got me wrong when 1... 5 School life is getting... 6 For my last birthday I got... 13 GRAMMAR FOCUS BE USED TO / GET USED TO 11 Read the explanations and examples below and translate them into Russian. be We use be used to + ing form to mean accustomed to”. I am used to getting round the city on foot. I am not used to living on my own. We use get used to + ing form to mean “become accustomed to". I’ve got used to driving the car now. I cant get used to getting up so early. 12 Work in pairs. Take it in turns to say whether you are used to the following things or not. Choose 2-3 things you would find it difficult to get used to. Fxplain why. Example; I would find it difficult to get used to cooking for myself as 1 have never done that. My mother is a great cook and she always does the cooking for the whole family. 1 living on your own 2 cooking for yourself 3 exotic food 4 speaking a foreign language all day long 5 travelling alone 6 taking care of yourself 7 being in the centre of attention 8 very hot weather 9 living in a small village 10 strict school rules Work in pairs. Read through the following words and expressions and underline the ones you know. Make guesses about the others. Compare your ideas with your partner. experience of a lifetime to provide with to benefit from to experience firsthand participant lifelong appreciation of something to enhance students’ lives unforgettable awareness of something to gain skills maturity self-confidence communicativeness 14 Read the following information and answer these questions. • Where does the information come from? How do you know? • What is the purpose of the text? • Which of the speakers from Hx. 4 does it refer to? Education Abroad The value of a student exchange between foreign femilies is an experience of a lifetime. The mixing of cultures and backgrounds provides young people with an unforgettable awareness and a lifelong appreciation of each other. Everyone in the family, in fact, benefits from this new understanding and friendships start. There is no better way to learn about another country, its customs and its people's way of life than by experiencing it firsthand as a student exchange participant. Year after year study abroad education enhances students' lives. They gain skills they could never have learnt by staying home, including maturity, self-confidence, communicativeness, and the ability to become a global citizen. To learn more about the advantages of becoming a foreign exchange student take a look at the previous topics or search directly for a specific programme in the list (see Ex. 13). I V, 131 1 5 Go back to the words and expressions in Ex. 13 and find them in the text. Check your guesses. See “How to guess word meaning from context” in “Learning strategies” (page 168). If you still don’t understand some of the words, look them up in a dictionary. 1 6 Read some more information from the internet about a student exchange programme and match the headings with the paragraphs. a) Cultural Awareness c) Language Skills e) College and Career Advantage b) Lifelong Friends d) School Experiences f) Personal Growth Being able to develop cultural awareness begins by understanding what culture is. Culture is the values, beliefs, assumptions and ideas that people or a society hold in common... By becoming a foreign exchange student you will learn to be an adventurer, a traveler, and an explorer. You learn by experience... By living in a foreign country you will learn the language by immersion. I.earning by immersion is the fastest and most effective way to learn a new language. It gives you the ability to become lluent in the language by speaking it on a daily basis... There is no better way to come to understand people of your own age group than by going to school with them. Student exchange programmes give you the opportunity to become truly a part of the host country and to understand your classmates... Some of your very strongest friendships can come from people you meet through a study abroad programme. One reason for this may be the mutual fascination you have for each other because you come from different cultures... Colleges and universities recognise the value of studying abroad and many give admission preference to students that have participated in a student exchange programme. An international experience on a CV’ tells a lot about a person to a potential employer. It shows experience, responsibility, integrity, flexibility, and personal strength... 1 7 For the words in bold from Ex. 16, choose the most appropriate meaning from the dictionary entries. a) assumption 1 something you consider likely to be true even though you have no proof: Your argument is based on a completely false assumption. 2 a process in which you begin to be responsible for something: Now that you are 21, you have the assumption of adult responsibilities. b) immersion 1 the process of putting something into a liquid 2 a method of teaching a foreign language in which learners are put in situations where they have to use the foreign language most of the time. c) admission 1 permission to become a student at a college or university: Many students apply for admission to more than one university. 2 the amount of money you pay to enter a place < event: Admission to the museum is free. 132 18 Work in pairs. Add to the list of advantages and disadvantages in Ex. 6. WORD FOCUS: WORD-FORMATION 19 Fill in the word formation table. Use the text in Ex. 16 or a dictionary. Use your Workbook. verb noun adjective — awareness experience appreciation participate benefit assume admission immerse 20 Make up 3-5 sentences with the words from the table. w 21 a) Work in pairs. Write a list of 3-4 questions you would like to find out about student exchange programmes. * b) At home. Use the internet to find more information about student exchange pro-' grammes. Be ready to report what you find to your classmates. 22 Look through the list of programmes below and think about which one you would like to take part in. Explain your choice. The university welcomes applications to all of its courses from overseas students. Academic Year Abroad — 10-11 months long, participating in a public or private school in the country of your choice. Semester Abroad — 4-6 months long, participating in a public or private school in the country of your choice. Summer Programmes — 2 to 8 weeks long, participating with an option of intensive foreign language classes. Foreign Language Programmes — 2 to 8 weeks long, participating with an option of intensive foreign language classes. 23 Write a letter of application (about 120-180 words) explaining why you want to participate in the programme. Use the plan below. See “Writing a formal letter of application” in “Learning strategies” (page 173). Dear Sir/Madam I am writing to apply for the... I would like to participate in this programme because... I also appreciate the opportunity to... I look forward to hearing from you. Yours faithfully Мария Соколова KUria Sokolova a) Describe the programme you would like to participate in. b) Explain why you think you would benefit from it. c) Describe yourself and the qualities you have that are relevant to the situation. d) Express your hope to succeed. 133 Section 2 From here to there 24 Work in pairs. Answer the following questions: How do you travel to school / round the city / on holiday? What is your favourite way to travel? Why? 25 Look at the pictures and answer the questions. 1 What kind of place is it? 2 How can you get there? 3 W'hat is this vehicle used for? 4 Why does it look so strange? .. 26 Listen to the recording and check your guesses. WORD FOCUS: PREPOSITIONS WITH MEANS OF TRANSPORT 27 Listen again and mark the statements true (T) or false (F). 1 Burgh Island is in the south of England. D The smaller building is a hotel. It is impossible to get to the island on foot. The Sea Tractor runs all day long. The tractor is over 40 years old. □ □ □ □ 28 Work in groups. Follow the steps. a) Think of the most unusual means of transport you have ever travelled by. b) Describe it to your group. c) Together choose the most unusual means of transport and present it to the rest of the class. 29 Read the information in the table and translate the phrases and sentences into Russian. We use by + noun to say how we travel. 1 xamplt; by car, by bus, by bicycle, by rail, by air, by the Underground, by boat, etc But we say on foot. When we use my / his / my father’s / a / the etc before car / bus / plane etc, we use in with cars and on with bicycles, motobikes and public transport. Examples: I usually go to school by car. I usually go to school in my father’s car. We went for a ride on a bicycle. 134 VI) 30 Translate these sentences into English. 1 Я очень боюсь путешествовать на самолете. 2 Я однажды встретил известного актера в поезде из Санкт-Петербурга в Москву. 3 Он всегда приезжает в школу на своем велосипеде. 4 Если ты поедешь туда на велосипеде, ты устанешь. 5 Самый удобный способ путешествия — на автомобиле. 6 Моя мечта — покататься на дедушкином ретроавтомобиле. 3 1 Work in groups. Describe a journey you have recently made. Choose the most interesting / longest journey in your group and describe it to the class. 32 Match the questions with the answers. 1 How long is the journey? a) Probably by train. 2 How far is the station? b) Just after 10.00. 3 What is the best way to get to Cardiff? c) Three and a half hours. 4 Excu.se me, is this platform 2? d) Yes, of course. ' 5 What time does it arrive in Glasgow? e) It’s a ten-minute walk from here. 1 6 Is the flight direct? f) Every fifteen minutes or so. 1 ■ Do I need to change? g) It’s 16 pounds. s Could you stop here, please? h) No, it’s direct. 1 9 How often do the buses go to the city centre? i) No, you have to change in Helsinki. 1 -0 How much is a return to Leeds? j) No, you want the next one over there. ' 33 Listen to the recording and check your answers. PRONUNCIATION FOCUS: INTONATION IN QUESTIONS AND ANSWERS 34 Read the information and study the examples. Intonation is the “melody” of spoken language, or the musical pitch of the voice. A rise or fall in intonation may highlight the main point of the speakers' message, or it may show contrast or special emphasis. Rhythm is the way stressed and unstressed syllables make a pattern in speech. In sentences, we usually give stress to nouns, ordinary verbs, adjecth'es and adverbs, and less stress to pronouns, prepositions and auxiliary verbs. "^Excuse ^me, is this platform you want the "stnext ^one over '^there. Could you stop '^here, ^please? — 'SiYes, of'^course. 35 Listen to the mini-dialogues again and mark the intonation and stress. Use your Workbook. Then woric in pairs. Practise the dialogues by imitating the voices on the recording. 135 □ 36 Work in pairs. Think of a place your partner has never been to (this could be a place in your city / town or a place you have visited). Talk to each other to find out as much information as possible about how to get there. Follow the scheme below Make sure your partner has never been to the place you have thought of. Answer your partners questions. React to your partner’s answers. Ask for more details. X X Give more detailed information about the place. Ask for some recommendations about what to do there. Give some recommendations. X Thank your partner. Dialogue vocabulary 1 visited... in... Have you been there? Could you tell me how...? How long did it take? How many kilometres did you cover? Did you travel by... or by...? Did you need to change? What kind of places did you pass on your way? Really? How interesting? Sounds great! When would you recommend visiting it? □ Answer your partner. Ask some general questions about the place. 136 37 Exchange questions in pairs to find out some facts about the London Underground. Student A can u.se information on page 188 and Student В on page 189. Example: Student B: Was the London Underground the first city underground system in the world? Student A: Yes, it was. Student B: And how old is it? 38 Read the text about the London Underground map and tick the points which are mentioned in the text. 1Ъе designer of the map. Other cities’ underground maps. Wrong ways people choose due to the map. A pleasant walk. A kind of competition. Helping people to find their way out of the tube. Leicester Square tsUbHIU I WlUesden Gre«n Kllbuin WMt ^Finchley Ro r ind the Gap" is not just an announcement that youTl hear in XVXthe l.ondon Underground when a train arrives at a station. Much more than just a warning about the “gap” between a carriage and the platform, it’s a phrase that has entered popular culture and has become synonymous with London. People who have visited England’s capital city say “Mind the Gap” to each other — often accompanied by knowing glances and subtle nods — while the rest of the world wonders what they are on about. The phrase originated on the Northern Line, where the gaps between the curved train platforms at Embankment Station and the train itself were particularly large. 'The biggest gaps one needs to mind are at Bank Station on the Central Line and at Waterloo Station on the Bakerloo Line. Basically, early in the history of Tube-line building the companies had to build their railways beneath public roads, so sharp curves were required at some points. Probably, the gap at Bank Station is so large because the tunnel diggers of the time had to turn from side to side a lot to miss the Bank of England’s vaults. One of the funniest urban legends about “Mind the Gap" is as follows: Once you are on a train platform, beware! Approaching trains sometimes disturb the large Gappe bats that live in the tunnels. The Gappes were brought to London in the early 19th century by French smugglers and have proved impossible to get rid of. The announcement “Mind the Gappe!” is a signal that you should cover your hair and look towards the ceiling. Very few people have ever been killed by Gappes, though, and they are considered only a minor drawback to an otherwise excellent means of transport. Glossary carriage — вагон knowing glances and subtle nods — понимающие взгляды и кивки головой curv'ed — изогнутые beneath — под. внизу sharp curs'es — крутые повороты vaults — арочные своды bat — летучая мышь smugglers — контрабандисты have proved impossible to get rid of — дока.за/1и, что от них невозможно избавиться minor drawback — незначительный недостаток 4Z Work in pairs. Read the text again and answer the following questions. 1 What does the phrase “Mind the Gap” mean when you hear it in the Underground? 2 Does the phrase have any other meaning? What is it? 3 From where does the phrase originate? 4 Is the legend about “Mind the Gap” true / terrifying / humorous? 5 Do you know any similar legends about the place where you live? 139 WORD FOCUS: THE MEANING OF MIND 48 Match the phrases with their explanations. 1 I don’t mind the heat. a) used for telling someone to be careful about something 2 Mind the step! b) used for telling someone that something is not a problem for you 3 Would you mind if I used your phone? c) used for telling someone, especially a child, to behave politely 4 Mind your manners! d) used for telling someone not to feel upset about something 5 Never mind! e) used for getting someone’s permission for something 49 Work in pairs. Use the phrases from Ex. 48 to write short dialogues and act out the following situations. Let your classmates guess which situation you have acted out. 1 Your friend is upset about his / her exam results. 2 You want your dad to allow you to use his car tonight. 3 Your younger brother keeps talking loudly in the cinema. 4 A friend of yours is going to step into a hole in the street. He / She can’t .see it but you can. 5 A friend of yours invites you to the cinema. He wants to know how you feel about action films. 50 Put the sentences in the correct order to get a joke about “Road Rage”. ________The man was really cheeky and he said, “That’s what you can do when you’re young and bright.” ________The young man ran back to his car and asked, “What did you do that for?” The little old lady smiled and told him, “That’s what you can do when you’re old and rich!” ________An elderly lady stopp>ed to pull into a parking space when a young man in his new red Mercedes went around her and parked in the space she was waiting for. ________Well, this really upset the lady even more, so she got in her car and backed it up and then she stomped on the gas and plowed right into his Mercedes. ________The little old lady was so upset that she went up to the man and said. “I was going to park there!” Glossary rage — a very strong feeling of anger to back up — to move backwards stomp — to walk making a lot of noise, usually because you are angry plow into AmE / plough into BrE — врезаться 140 51 Listen to the teenagers and fill in the first column of the table. Use your Workbook. Ways of travel Advantages Di.sad vantages Speaker 1 — Speaker 2 — ^52 Listen again and complete the table with the advantages and disadvantages of the means of transport mentioned by the speakers. ^3 53 Work in pairs. Take it in turns choosing and describing the pictures in detail to your partner. a school trip, go on an excursion, look around, »d excited, learn something new in a different environment, useful, enjoy the trip ■ by air, a helicopter, a scientific expedition, to see off, to wave, make a discovery, dangerous, (in)convenient, fast, a fantastic experience Dialogue vocabulary In this picture I can see... It’s probably... On the left / right... In the foreground / background... They seem to be V+ing... They might / may / can be V+irtg... If you ask me... In my view... As far as I can tell... travel by sea, sail around the world, cruise, come back, comfortable, pleasant, visit exotic countries, expensive, romantic go along the road, ride a bicycle, visit relatives, destination, travel nearby, slow, discover something new for yourself, enjoy being with your friends 141 Mini-project: Travellers' Club 54 You are going to take part in a meeting of the “Travellers’ Club” TV show. Follow these steps and prepare your answers. a) Work individually and think over your personal experience as a traveller. b) Read the questions and choose 3-4 of them to use as guidelines. How many times a year do you travel? For how long do you go away? Do you stay in your home country or go abroad? Which means of transport do you prefer? Do you travel alone, with family or friends or in an organised group? Do you prepare your holidays in advance by reading guidebooks and studying maps? Do you prefer the sea, the mountains, the country, or the city as destinations? What kind of baggage do you take with you? Do you tend to take too many / too few things with you? Do you mainly relax or are you an active holiday-maker? If you go abroad, do you learn at least some words of the foreign language? What are you interested in when you are travelling (food / museums / new impressions / communicating with people...)? What are your most memorable moments: good or bad? Any more places you’d like to visit? Any funny / unusual things that have happened to you? c) Answer the questions you have chosen in detail. Give reasons for your answers. Make notes. d) Work in groups of 3-4. Take turns exchanging your ideas. Listen closely to each other. e) Vote for the best ideas in your group. f) Organise the whole class for a “Travellers’ Club” meeting and present the best responses from your group. Welcome to Travellers’ Club 142 Section 3 Manners make the man I 55 Work in pairs. Look at the pictures and discuss the questions. Make notes. • What is meant by “good manners”? • Why are good manners important? • Are good manners universal (i.e. the same in all cultures)? Use: say “please” and “thank you” don’t interrupt arrive on time close your mouth when you chew or sneeze think before you speak shake hands when you meet use a quiet voice to chat be friendly to people J""f ^ don’t phone late in the evening smile listen before you speak 56 Read the text and compare its ideas with your notes. Being polite may seem insignificant, but people notice how you act and what you say. And your reputation will follow you throughout your life. Always speak politely and treat others with dignity. Set a good example by being courteous. Say "please" and "thank you" because it is the right thing to do. Be proud of who you are and treat others as you want to be treated. 57 Work in pairs. Guess which countries demonstrate the manners presented in the table. 1 Country Manners 1 1 In the Czech Republic and 1 Hungary a) if a person shuts the door behind him / her at work or at home it means: “Don’t disturb” “I am working", “I don’t want to see anyone”. In general they leave the door open. b) you shouldn’t wear leather, including belts, because the cow is 1 2 In Scandinavian countries sacred [CG], This would be esp>ecially offensive when visiting a Hindu temple [CG]. 1 3 In Britain c) you are not allowed to enter a theatre or an opera when you arrive late. 1 4 In America d) people have very high self-esteem so you have to be careful with jokes. They appreciate foreigners trying to speak their language. 143 5 In Germany ^ e) simplicity and honesty are best. In restaurants, tips are not popular. 6 In Spain f) after being invited to lunch or dinner, you should send a thank-you letter the next day. 7 In some African countries g) it is good manners to talk loudly if you are one of two people walking together, so that anyone nearby can hear that you have nothing to hide. 8 In Holland h) the hostess always offers her guests plenty of food and you can be sure that it is the best food she’s got. 9 In Muslim countries i) it is forbidden to wear shoes. 10 In India j) an open door is a sign of mess and disorder. 11 In Muslim mosques [CGI and Buddhist temples [CG] k) standards of modesty require that the body be covered. Long trousers and long-sleeved shirts buttoned to the neck are expected. 12 In Russia 1) you shouldn’t criticise others. It is really bad manners. ffi ■ 5 8 Listen to the recording and check your guesses. 59 Work in groups. Think of more things that are considered “good manners” in Russia. Make a list of examples and compare it with another group’s. GRAMMAR FOCUS: WAYS OF FORBIDDING THINGS 61 Use the expressions from the “Grammar focus” in Ex. 60. Make sentences to explain what the signs below mean and where you can see these signs. Give three versions of each sign. t.xamplc; 1 a) You can’t walk your dog here, it’s a children’s playground. b) It’s prohibited to take your dogs inside the supermarket. c) You are not allowed to bring your dog to school. S3 62 Work in pairs. Read the list containing examples of public behaviour. Choose three of the most irritating and three of the least irritating behaviours. i) Drinking beer in the ^ ' streets. Forgetting to say “Thank you” Throwing litter out of your and “Sorr>". car window. Listening to loud music in your car. Sticking chewing gum everywhere. Swearing in public places. Spitting in the streets. Chewing food with your mouth open. © on a mobile phone Smoking while walking. 0 Not cleaning up after your dog. Queue jumping. 0) Blowing one’s nose in public. Coughing and yawming with your mouth open on public transport. EB 63 Listen to a radio programme about annoying public behaviour and say which of the speakers you mostl>’ agree with. n m 64 Listen again and tick the ideas from F.X. 62 that have been mentioned in the radio programme. Use your Workbook. 65 Listen to the programme again and tick the phrases the speakers use to express annoyance. □ I hate seeing people... □ I find it ver)' rude when... □ 1 am sick to death of people... П I think it is incredibly rude to... СИ And the absolute worst is w'hen... □ It annoys me when people... СИ What drives me сгагу... s 66 Work in pairs. Talk to your partner and find out what common opinions you’ve got about public behaviour. Report the results back to the class. PRONUNCIATION FOCUS: WORD STRESS IN MULTI-SYLLABLE WORDS 67 Listen to the pronunciation of the following words and mark the stress. Practise saying the words correctly. annoying inappropriate impolite rude irritating ill-mannered unacceptable uncivilized unpleasant insulting unhealthy WORD FOCUS a 6 8 Work in pairs. Read the words from Ex. 66 and say what they have in common. Translate the words. 69 Match the words with their definitions. 1 respiect a) the feeling you have when you are grateful to someone 2 consideration b) a feeling that something is important and deserves serious attention 3 appreciation c) a way of behaving that shows you care about other people’s feelings and needs U5 70 Read the sentences and translate the words in bold. 1 We work well together and I respect him as a colleague. 2 Try showing a little more consideration for others. 3 This is just a small sign of our appreciation. 71 Use a dictionary to complete the table. U.se your Workbook. verb noun adjective respect consideration appreciation Mini-project: A class agreement of "The rules of behaviour' 72 You are going to design a set of rules of behaviour for your class and sign an agreement. Follow these steps. a) Work in pairs. Discuss what kind of behaviour in .school you find most irritating. Make a list. b) Work in groups. Discuss what measures can be taken to solve these problems. Develop a set of rules of behas iour in school. Think of these aspects: 1‘ the educational student property safety the rights of others health school property It is important that we appreciate... Everyone should show consideration when. Everyone should be quiet and listen when.. We must respect... W'e must help each other to... It is forbidden to... because... No one is allowed to... because... We can’t... as... It is prohibited to... as... c) Work in groups. Write the rules developed by your group on a large piece of paper and display it in the classroom. d) Present your rules to the whole class giving your reasons for each of the rules. e) As a whole class, discuss all the rules, note down the rules agreed on and make the final version of your Class Agreement. Ihen make a poster. f) Sign your Class Agreement poster and display it in your classroom. Everyone has to follow these rules from now on! 146 73 Mark the statements a- d depending on whether each statement is true for you or not. (1 — not true, 4 — absolutely true) Dealing with strangers: a) When 1 talk to people whom 1 don’t know well, I worry that 1 might offend them. Tl b) I never tell jokes as I am not sure others will understand me_______ c) If I want to get acquainted with a person, Г11 come up to him / her and start talking. d) If there are several spare seats in a public place, Г11 sit awa)’ from other people. 74 Work in groups. Compare how you marked the statements in Ex. 73 and make conclusions. Dialogue vocabulary All of us... None of us. Most of us.. 75 Read the text and sa>’ whether the behaviour described in the text differs a lot from the behaviour in your culture. Socialising in Britain British people don’t like to be embarrassed. They worry that they may not be able to make conversation with you, or understand what you say to them. They probably don’t know much about your country (if they can guess where you are from) or your culture, and fear they might say something that offends you. They think you won’t understand their jokes (and you won’t!). It’s actually easy to avoid this awkward encounter since they probably won’t come up and start speaking to you anyway. British people like to have a lot of their own personal space. They w'ant their own privacy. Some British people may worry- that if they make friends with you, you may not understand their social customs. They may also worry about interfering with your own personal space. If you are a woman, a British man may be concerned that you will feel threatened if he starts speaking to you. If there are several spare seats in a public place, most British people will sit away from other people. They also don’t touch each other very much, and will usually apologise if they touch someone accidentally. It is rare for people to go to someone’s house ^vithout having arranged it beforehand. 147 76 Read the text again and make a list of “do’s” and “don’ts” of behaviour in Britain. Work in pairs. Discuss your lists. Does anything surprise you? Dialogue vocabulary 1 think we should... I am sure it is necessary... We definitely shouldn’t... 77 Work in groups. Discuss what kind of public behaviour in Russia may seem strange to a British person. Give examples. ^■78 Work in pairs. Make guesses to com- aplete these interesting facts. Listen to the recording and check your answers. 1 In Tokyo, a bicycle is faster than a car for... 2 Should there be a crash. Prince Charles and Prince William never travel... 3 The most popular first name in the world is... 4 A tourist visiting Iceland should know that tipping at a restaurant is considered... 5 It was once against the law to slam your car door in... 6 In Bangladesh, kids as young as 15 can be jailed for... 7 Thomas Edison, inventor of the lightbulb, was afraid of... 8 Ancient Egyptians slept on pillows made of... □ 79 Guess the meaning of the phrase “small talk”. Use the following jumbled sentence to make a definition. Small talk — about conversation informal things important, not are that 80 Look through the list of topics for small talk and decide which of them are safe to use and which are not. Use your Workbook. Write your answers in the table. Then work in pairs. Compare your ideas. • travel • studies • age • work • children • money • weather • marriage • holidays • food • pets • politics • music • religion • hobbies • gossip about somebody • criticism or complaints • general matters about the person • complicated subjects (e.g. philosophy) • jokes that might offend (especially sexist or racist jokes) Topics for small talk Questions for small talk travel How was your flight? Topics to avoid Questions to avoid J 81 Work in pairs. Complete the table with possible questions or remarks to illustrate the topics. Use your Workbook. 82 Go round the class and practise making small talk. Use the topics and ideas from Ex. 80. i^83 Work in groups. Decide what public behasiour is the most irritating to you in the place where you live. Explain wh> you think people behave like this and what could be done to change it. 148 Section 4 I Culture shock В 84 Work in groups. Discuss the following questions. • Have you ever been in a place that has a very different culture from your own? (e.g. abroad, a remote place, someone’s home) • Was there anything that you found shocking? • What did it make you feel? s 85 Listen to the interviews with four people answering the questions from Ex. 84 and fill in the second and the third columns in the table. Use your Workbook. Name Where do they come from? Where did they experience culture shock? What did they find shocking? I Vida 2 Jelena 3 Bianka 4 Georgy Ш 86 Listen to the recording again and complete the rest of the table. Use your Workbook. В 89 Work in pairs. Study these rules and match them with the sentences from Ex. 88. IB 87 Work in pairs. Discuss the following questions. Ask your teacher to play the recording again if necessary’. 1 WOiat did the speakers find shocking? 2 What did they find weird? 3 When they speak about their experience do they sound: rude / polite / offended / surprised / straightforward / mild? How do you know? WORD FOCUS: PUniNG THINGS MILDLY 88 Read the following sets of sentences. Decide which ones sound more polite and circle them. 1 a) He is very rude, b) He is not too polite. 2 a) They tend to be a bit noisy. b)They are extremely noisy. 3 a) I think you’re wrong, b) I don’t think you’re right. 4 a) Your English results are not so good. b)Your English results are bad Basic Politeness Rules 1 A positive atmosphere is created if positive words are used. If you want to be polite, always use the positive word of antonymic word pairs. Instead of good — bad, it is better to use good — not good or good — not so good. 2 If you want to complain or disagree, it's better to say I don't think + positive verb rather than I think + negative verb. 3 Avoid using strong adverbs (very, extremely)- It is more polite to choose milder words (a bit, slightly). 4 In order not to sound too harsh, it's better to use tend to when you criticise somebody. ^90 Write down 2-3 things which you find shocking or irritating. Use phrases from Ex. 89 and use your Workbook. Then work in pairs. Discuss your ideas with your partner. 149 Their guide was the scar-faced Tuareg [CG], whose name was Moussa. He turned out to be a very friendly man and they soon became quite fond of him, even though they could hardly understand a word of each others language. The journey was slow and quiet, but they enjoyed it. Even at the hottest part of the day, their new clothes protected them from the blast of the sun. They .saw plenty of wild life traveling this way: gazelles and lizards in the sand and hawks gliding above. At night Moussa lit a fire and cooked flat loaves in the hot ashes and they slept around the embers, warmly wrapped in their woolen blankets. “How does he find his way?” wondered Bianca on the sixth day, as the nomad pointed out some ruins in the distance. “He hasn’t got a map or anything.” “I suppose he uses the sun,” said Nigel vaguely. “Anyway, he seems to know where he’s going all right. I wonder if we’re near Algeria yet?” When they made camp that evening, Moussa pointed back the way they’d come and said simply: “Mali.” (CG] Then he pointed to the sand at his feet and said something they didn’t catch. “Algerie?”(CGj asked Nigel and the nomad nodded. African Ice by Rayne Arnaud Ч Ч j; В 9 3 Work in groups. Discuss the following questions and explain your answers. 1 What do you think the children found unusual during their journey? 2 What do you think the children learned from their experience? 3 Do you think the children and the guide showed respect toward each other? Why? / Why not? 4 Did you enjoy the story? Why? / Why not? WORD FOCUS 94 Match these words with their definitions. Translate them into Russian. 1 unaware a) change your ideas or behaviour so that you can deal with a new situation 2 frustrating b) form an opinion about something after considering all the facts 3 adapt c) become less or reduce something 4 judge d) giving you satisfaction or pleasure 5 decrease e) not realising that something exists or is happening 6 rewarding f) making you feel annoyed and impatient 95 Complete these sentences making them true for yourself. Work in pairs. Compare your sentences. My most rewarding experience last week was... I never judge people by... I have to decrease the number of... or... I sometimes am unaware of... I think it’s better to adapt to... than... I believe that... can be really frustrating. 96 Make up the negative forms of these words. tolerfliAt fredictabu expected avoidable poLlte fortuvurte attevuitd 151 I 91 Read summary of a book and say whether you would like to read it. Give your reasons why or why not. to the coast of the Mediterranean Sea | Uau V SURKIfUrASOj^v This adventure story takes Nigel and Bianca Jones I on an exciting journey home to England from the west coast of Africa, across the Sahara [CGJ, all the way up to the Mediterranean coast (CG). They travel by plane, canoe, lorry and camel, and meet all sorts of people, from smugglers to nomads (CGJ. At the journeys end, the children find their own identity and learn that people can find home in many different places and live in many different ways. 92 Read the following extract from the book and then answer the questions. 1 WTiy do you think the children were dressed like that? 2 \\Ъо was accompanying the travellers? What kind of person was he? 3 What did they see in the desert? 4 Did they like their journey? Why? 5 What was Bianca interested in? Why? 6 How did they communicate with their guide? ...Two days later, when the Joneses left the encampment, they were fully kitted out like Tuaregs in brand-new clothes. Nigel had a black cheche (CG) wound round his head, and cool baggy trousers under a long gandoura [CG]. Bianca had one of these too, with a loose knee-length skirt and a white shawl over her head to keep the sun off. Riding a camel was a lot easier when you had the whole saddle to yourself and after the first two days Nigel even stopped feeling sick the minute he got on his camels back. Glossary encampment — a big camp be kitted out — быть полностью оснащенным brand-new — новый, “с иголочки” scar-faced — покрытый шрамами ashes — пепел nomad — кочевник vaguely — in а way that is not clear 150 97 Match the words you formed in Ex. 96 with the definitions in the table. L'se your Workbook. 1 unwilling to accept other’s beliefs or behaviour ... 2 unlucky ... 3 impossible to prepare for ... 4 impossible to stop, inevitable ... 5 cruel, not caring when other people are suffering ... 6 surprising 7 not being watched over (particularly luggage) 8 rude ... 98 Read the text and choose the sentence which best summarises it. 1 Everyone experiences culture shock and it is impossible to do anything about it. 2 Although its impossible to avoid culture shock, you can prepare for it so as not to suffer too much. 3 If you prepare properly, you will never experience any culture shock. Living in a new culture can be exciting, personally rewarding, and intellectually stimulating. It can also be frustrating. It is one thing to visit a country, moving on when you have seen enough, and it is quite another to live there and function according to a different, and sometimes, mysterious set of norms. Participation in an exchange programme provides a rare opportunity for you to begin to know another society from within. But it involves certain responsibilities. The most important one is to adapt one’s behaviour to the customs and expectations of the host country. This is not to deny one’s own culture but to respect that of others. Another, even more subtle, responsibility you have is to remain open in order to become aware of similarities and differences, and to learn rather than to judge. Be aware that this could be the most rewarding experience in your education. People usually exp>erience many emotions while adapting to a foreign culture, ranging from excitement and interest in the new culture to depression and fear of the unknown. The difficulties that you experience as you get used to a new society can be a result of what is called “culture shock”. Most experts agree that culture shock is inevitable in one form or another. But getting used to a foreign culture, and living through difficult times of change can be a satisfying experience, and certainly worth the occasional discomfort and extra effort. One tends to get the impression that “culture shock" is some kind of disease that everyone catches and after a certain length of time, gets over it; but nothing could be further from the truth. There are people who go overseas and never recover from this condition despite the length of their stay. This is because “culture shock” is actually caused by the mismatch of cultural attitudes, not by some virus. And it’s easily seen that the traveller who doesn’t keep his or her mind open, and doesn’t make any effort to try to understand a foreign culture, is always going to be in a state of shock. Such people should stay at home, for if they hold onto their own attitudes, they will never change! 152 One of the causes of negative reactions to another culture is the tendency to judge something that is different as inferior. It is important to be open toward the culture into which you are going, to try to get rid of stereotypes, and to read as much as you can about the culture before your departure. If you educate yourself on the many aspects of the country in which you will be living, you will better understand and appreciate your new surroundings much sooner. But even with this preparation it is inevitable that you will experience some symptoms of culture shock. You may be unaware that the frustrations and emotions you are experiencing are related to culture shock; when you start thinking back, this becomes apparent. If you understand what’s actually happening to you and think about its possible causes, you can decrease the effects of culture shock. !—99 Use the context to choose the correct meaning of the words in bold. See “How to guess word meaning from context” in “Learning strategics” (page 168). 1 .subtle a) not obvious and therefore difficult to notice b) delicate and complicated 2 inevitable a) impossible to avoid or prevent b) difficult to understand 3 occasional a) happening sometimes but not regularly b) intended for special occasions mismatch a) a difference or disagreement between two facts or aspects of a situation b) a game or sports event in which the two players or teams do not have the same ability < i 5 inferior a) not as good as something else b) lower in status or rank than someone or something else 6 apparent 3) unclear or understand 100 Two of the following statements are not true according to the text. Find them. 1 Living in a foreign country on your own differs a lot from visiting it as a tourist. 2 To feel good in a different culture you need to forget about ) our own. 3 Overcoming difficulties connected with culture shock can be very rewarding. 4 Some people believe that culture shock is a disease but this is not so. 5 If you are not prepared to make some effort to understand a different culture, you’d better stay at home. 6 People often think that if something is different, it is good. 7 If you learn as much as you can about the culture you are going to live in, you w ill help yourself to overcome culture shock. 101 Look through the text again and do the following steps. a) Underline all the adjectives which describe li\ing in a foreign culture. b) Find the words for emotions people have while adapting to a foreign culture. c) Find some verbs related to adapting to a foreign culture. 1 02 Prepare to report the main ideas of the text in 4-5 sentences. See “Taking notes from a text” in “Learning strategies” (page 168). 153 s 103 Work in groups. Discuss what you have learned about “culture shock” and make a list of recommendations on how to decrease the effects of culture shock. 104 Read the following list of tips and tick those you have already included in your own list. Here are some general tips for travelling and interacting with foreign cultures, which, if kept in mind, may help ease cultural adjustment; • Do not expect to find things as you have them at home for you have left your home to find different things. • Do not take anything too seriously for an open mind is the beginning of a fine international experience. • Do not let others get on your nerves for you have come a long way to learn as much as you can, to enjoy the experience, and to be a good ambassador for your country. Do not worry, for one who worries has no pleasure. Remember where your passport is at all times, for a person without a passport is a person without a country. Do not judge the people of a country by the one person with whom you have had trouble, for this is unfair to the people as a whole. Alw'ays remember that you are a guest in every land and that one who treats a host with respect will be treated as an honoured guest. Cultivate the habit of listening and observing, rather than merely seeing or hearing. Be aware of the feelings of the local people to prevent what might be offensive behaviour. For example, photography must be particularly respectful. Spend time reflecting on your daily interactions in order to deepen your understanding of your experience abroad. Learn the language of the host country. People appreciate those who speak their mother tongue. Mini-project; Role-play "In о host family' S 105 Work in groups of 5. Assign the roles and act the situation out. See “How to do a role-play” in “Learning strategies” (page 169). Student A: You are the host father. You come from the US and you are 38 years old. You live in New York and you have a wife and two children aged 14 and 5. You have a Russian student Tanya staying with you for a year. It’s Sunday now and you are having breakfast together. Tanya has cooked a traditional Russian dish for you — pancakes. You don’t find them tasty but you feel pleased with Tanya’s attempt to treat you with this dish. Your younger daughter keeps moaning and saying she doesn’t like the pancakes at all and that she’s not going to eat them. Tanya feels really bad. You want to calm everyone down and sort out the situation. Student B: You are the host mother. You come from the US and you are 35 years old. You live in New York and you have a husband and two children aged 14 and 5. You have a Russian student Tanya staying with you for a year. It’s Sunday now and you are having breakfast together. Tanya has cooked a traditional Russian dish for you — pancakes. You don’t find them tasty but you feel pleased with Tanya’s attempt to treat you with this dish. Your younger daughter keeps moaning and saying she doesn’t like the pancakes at all and that she is not going to eat them. Tanya feels really bad. You want to cheer Tanya up and to stop your younger daughter from behaving so impolitely. 154 .MC-Vouaretbeelderson tliV 40U are 14 апД л^ои come (готД ^c \i the a year- As she rs a 't with your in common though gSyo'^ ‘^°^;rv^eU Slh ^ dish for you ""Veen on this saying are not too h „.oanmg not younger sts ancahes u^rry because doesn’t \»he are m footbaii- going to eat * friends ^ \bout the youareme^;Vrnetodoany*‘Ug You dont ha%e ^ situation- Student D; You are the younger sister in the family. You come from the US. You are 5 years old and you live in New York with your mother, father and older brother. At the moment, a Russian girl is staying with your family for a year. She has cooked a dish which you can’t stand — pancakes. They are not sweet and too oily and you don’t feel like you can eat them at all. You actually feel sick when you look at them. Your parents don’t seem to be listening to you but you keep complaining and repeating that you are not going to eat them. 1 Student E: You are an exchange student. You are 14 and you come from Russia. At the moment, you are staying with a host family in New York for a year. You’ve got a host father, a host mother, a brother who is 14 and a little sister who is 5 years old. You are enjoying your stay a lot and today you have decided to surprise your host family. You’ve cooked Russian pancakes. You are not very good at cooking since you hadn’t done much of it before coming to the US but you’ve done your best in trying to make them in the same way your mother has always done, lell your host family you've cooked something special for them and treat them with your pancakes. 1 How did you / embarrassing / pleasant. 2 What did you ' behaviour if you could do 3 What would you change m your oe the experience over again. — ------------------------------ learned about culture shock. Give examples irom > Key vocabulary admission adapt (im)polite occasional appreciation appreciate (in)human rewarding assumption benefit (from) (in)tolerant rude awareness browse (un)attended subtle consideration consider (un)avoidable unacceptable flexibility decrease (un)expected unaware immersion enhance (un)fortunate unhealthy lifetime judge (un)predictable unpleasant maturity prohibit annoying mismatch provide (with) apparent be culturally aware mixing respect brand-new culture shock respect frustrating exchange programme ill-mannered gap year inappropriate I don’t mind (the heat) inevitable Mind the (step)! inferior Mind your manners! insulting Never mind! irritating overseas lifelong Would you mind if...? uncivilised Useful phrases All of us... As far as I can tell... Could I learn more details about...? Could you tell me how...? Did you enjoy...? Did you need to change? Did you travel by... or by...? How long did it take? How many kilometres did you cover? I am sure it is necessary... I visited... in... Have you been there? If you ask me... In my view... In the foreground / background... In this picture I can see... Its probably... I think we should... Most of us... None of us... On the left / right... They might / may / can be Ving... They seem to be Ving... We definitely shouldn’t... What kind of places did you visit? 156 Progress check ] a) Listen to the airline safety instructions and match the pictures with the items mentioned on the recording. Items Picture numbers Items in the correct order A no high-heeled shoes sign В seat belts C no smoking sign D seat in upright position E oxygen masks F emergency exit I G table folded 1 away H lifejacket Points /8 b) Listen again and put the items on the list in the correct order. Points □ /8 2 Read the text and match the headings with the paragraphs. We are all thinking about our holidays this time of the year, so to help you prepare, here is the list of top things you must not leave without. 1 documents 5 guidebook 2 swimwear 6 money 3 medication 7 good book 4 sun lotion 8 clothes a) An all important requirement that you must not forget, especially if it’s prescribed as it might not be easy to get hold of abroad. The last thing you want is to feel ill or worried on your holiday. b) This will save you a lot of time becau.se you won’t be deciding what you want to do for half the da)’ before eventually agreeing on .something. It’s a great way to find out about the culture and traditions of the area that you arc going to be staying in. c) Please don’t forget these, especially if your tickets and your passports are kept together with them!!!! d) Remember not to pack too much! It’s a good idea to lay everything out on your bed that you want to pack and then be really ruthless and onl)’ take what you really need! e) Applicable to so many holidays as the weather does get hot sometimes and your skin can burn. Even if you’re going on a ski holiday, you still need to bring it as the rays of the sun reflect off the snow making it e\’en more dangerous, f) Where would we be without at least some cash? Of course, you can take your credit card with you, but it is essential to carry a small amount of cash. Telephone calls, bottles of water, sweets, etc are all small purchases that are better paid with cash. g) OK, so you w'ill he on holiday, but that doesn’t mean you have every moment planned. You may want to relax before going to bed. You can also read on the beach, or while travelling, h) Nearly always essential even if you’re not going to the beach, as some hotels in the cities might have swimming pools. You’ll only envy the other people enjoying the water if you don’t bring yours along. Points ^ /8 157 3 Read the text and choose the correct options to fill in the gaps. Package holidays, covering a two weeks’ stay in an attractive location are increasingly popular, because they offer an (I) ... price with few extras. Once you get to the airport, it is up to the (2) ... operator to see that you get safely to your (3) ... . Excursions, local (4) ... , swimming, sunbathing, skiing — you name it — it’s all laid out for you. There is, in fact, no reason for you to bother to (5) ... anything yourselves. You (6) ... friends and (7) ... a good time, but there is very little chance that you will really get to know the local people. This is even less likely on a bus trip, when you spend most of your time travelling. Of course, there are carefully scheduled stops for you to visit (8)... buildings and monuments, but you’ll probably be allowed only a brief stay (9) ... in .some famous city, with a polite reminder to be (10) ... and have breakfast early in time for the bus next morning. You may visit the beautiful, the historic, the ancient, but there is always a time constraint. I A exclusive В including C inclusive D inclusion 2 A trip В tour C journey D travel 3 A allocation В destination C vacation D location 4 A entertainment В amusement C enjoyment D fulfillment 5 A guarantee В arrange C provide D supply 6 A do В have C get D make 7 A have В get C make D do 8 A history В historical C historian D historic 9 A overtime В overday C overnight D overdue 10 A dow'n В out C up D about Points /10 4 Fill in the gaps in the text with the correct forms of the words in CAPITAL LETTERS at the end of each line. Bowing The tradition of bowing is so (0) complex that Asians attend special classes to learn how to do it (1).... It’s unlikely that any (2) ... visitor would be able to appropriately carry out the formal bow, doing it to the right (3)... and with the correct duration. However, a polite attempt to bow' in (4) ... will be appreciated by your Asian (5).... If you w'ant to express some special respect in the (6)..., bow lower. Be sure to learn an appropriate verbal greeting to accompany the bow. COMPLEXITY PROPER NATION DEEP GREET ACQUAINT RELATION Points Ц /6 158 5 You see this advertisement and decide to respond to it. Write your letter of application (about 180-200 words). J The university welcomes applications to all its courses from overseas students. Please write to the International Department giving details af the course you wish to apply for and why. Your letter should include an outline of your achievements and qualifications and any other relevant information. 6 Your class has decided to take part in an International Internet Forum. Work in groups and discuss the questions to get prepared for the teleconference. Take notes of your group discussion and then hold a whole-class discussion. .laiji » "Everyone has a culture — everyone is different!' 7 8 9 10 11 What languages do you speak? What music do you listen to? What dances do you know? What kinds of food do you eat at home? In your school / class, what is considered polite and what is considered rude? What manners have you been taught? (table manners, behaviour toward guests in your home, what to say when answering the telephone, how to say thanks for a meal.) What do you wear on special CKcasions? How often do you see your extended family? What role do they play in your life? What holidays and ceremonies are important in your family? Describe something very important to you. • It could be a value, such as respect or honesty. • It could be a person, such as a parent, brother, sister, or friend. • It could be a goal, such as going to college or designing a website. • It could be a hobby. Based on what you've written, how would you describe the characteristics of the culture you're a part of? Mark your score For tasks 1 -4, you can get 40 points. 32-40 points — well done 26-31 points — good 21-25 points — you can do better 20 points or less — revise and try again Tasks 5 and 6 should be evaluated by you, your classmates and your teacher. 159 School English Appendix 1 Are you good at Moths? 1 Read the quotations. Which of them is not about mathematics? All sciences require mathematics. Roger Bacon (1214-1292) I know that two and two make four — and should be glad to prove it too if 1 could — though I must say if by any sort of process I could convert 2 and 2 into five it would give me much greater pleasure. Lord Byron (1788-1824) Mathematics may be defined as the subject in which we never know what we are talking about, nor whether what we are saying is true. Bertrand Russell (1872-1970) As far as the laws of mathematics refer to reality, they are not certain, and as far as they are certain, they do not refer to reality. Albert Einstein (1879-1955) 2 Match the basic mathematical operations and the signs to express them. addition - subtraction • multiplication + division X 3 Find the mathematical expression described in the left column. Work in pairs. Write down the following in numbers and mathematical signs. Check up the calculations and correct the mistakes if any. If we divide thirty-six by four, we get nine. When we then multiply the result by three point four, it gives us thirty point six. 1 When we subtract forty-four point three from thirty-nine, we get a negative value of five point three. If we add seven, the result is positive again and it makes one point seven. I Four multiplied by eighty-five gives us three hundred and forty. If we subtract forty, we get three hundred sharp. Two hundred and ninety added to five hundred eighty gives us eight hundred and sixty. Then we multiply it by three and get two thousand five hundred and eighty. L 5 Read the expressions and tick the most general one. □ to multiply something by something n to divide something by something □ to subtract something from something □ to add something to something □ to calculate something 1 Twelve divided by four gives three. I a) 120:20 = 6 — 2 Twenty multiplied by six is one hundred and twenty. b)20x6 = 120 3 One hundred and twenty divided by twenty gives six. ' c) 12:4 = 3 4 Four subtracted from twelve makes eight. d) 2^ = 4 5 If we square two, we’ll get four. e) 3^ = 9 6 If we square three, it’ll make nine. f) 12 - 4 = 8 160 А/* /о1/ gooii o' vothi? 6 Say the following in words. 2 + 2 = 4 3 X 9 = 27 64 - 6 = 58 36 : 6 = 6 iLJ 7 Work in pairs. Label the mathematical things below with the words from the box. fraction square root linear equation cube root system of linear equations quadratic equation r 5x + 2y = 30 3x + 4y = -3 у = 2x + 6 6x + 9 = 0 8 Mark the following statements as true or false. П If a number ends in five or zero, it’s always divisible by five. П If a number ends in three or nine, it’s divisible by three. n The cube root of nine is three. n The value of a square root can be both positive and negative. CH The value of a fraction doesn’t change if we divide both the top and the bottom by one and the same number. Do you remember how to solve a system of linear equations? Study the example below to make sure about one of the ways. rX + Y = 4 lY + XY = 6 1 First, we express Y through X in the first equation. Then we take Y out of the brackets in the second equation. fY = 4-X LYx(l+X) = 6 2 We write the Y-equivalent from the first equation in the second equation. So, we have the following: (4-X)x(l +X) = 6 3 We multiply (4 - X) by (1 + X) and write the new expression in the left-hand side of the equation. The right-hand side is still the same. 4 + 4X-X-X’ = 6 4 After that, we transfer everything to the left-hand side to make the expression equal to zero. -X + 3X - 2 = 0 5 Then we change the signs to make the quadratic equation look more conventional. X - 3X + 2 = 0 6 To solve the quadratic equation we apply the quadratic formula X = -b +Vb~- 4ac 2a which is true for any quadratic equation aX + bX + c = 0 We see that in our equation b is equal to -3 a is equal to 1 and c is equal to 2 So, we use these numbers instead of the letters and get the following: X = 3 ±\'3-- 4 x~2 7 Then we simplify the right-hand side. X = 3±Vr 161 Af>t>enclix I School En^ith 8 The sign ± demonstrates that X can take two different values. We need to solve the expression for X, and Xj. Now we know the value of X, and Xj, and we need to find out and Yj. Let’s express them through X, and X^ (see step 2). Y, = 4-2 = 2 (Y| is equal to four minus two and is equal to two) Yj = 4 - 1 = 3 (Yj is equal to four minus one and is equal to three) 10 Now we can see that the system of equations has two solutions. We write down both of them as necessary. Solution: (2; 2) (1; 3) 10 Read the following expressions. Which of them were used in the explanation above? Write them down. to solve the equation to calculate the quantity to divide the total sum by the number of participants to subtract something from something to multiply something by something to find out the value of the unknown variable X to get the result to simplify the mathematical expression to transfer the unknown variables to the left-hand side to express variable Y through the variable X to apply the formula for the equation to take out of the brackets to make the expression equal to zero 11 Work in small groups. Explain how to solve the following system of linear equations. Use the model above. fX+Y=8 1 XY = -20 12 Study the pictures and complete the definitions with the words from the box. obtuse angle equilateral triangle right angle acute angle isosceles triangle right triangle h^^jotenuse exactly 90“. An__________ less than 90^. . is an angle which is . is an angle which is 162 Are you good at Moths® . is an angle which is An_________________ more than 90" but less than 180". An______________________is a triangle with two sides of equal length. An______________________is a triangle in which all the sides are of equal length. A_______________________is a triangle in which one of the angles is exactly 90". ________________________is the longest side of a right triangle which is opposite the right angle. 13 Read the statement and tick the name of the theorem. The theorem states that in any right triangle the sum of the squares of lengths of the legs is equal to the square of the length of the hypotenuse. Pythagoras’ ТЪеогет Archimedes’ Theorem Diophantine Theorem Write it down as a mathematical expression. 14 Say if the statements below are true or false. 1 The perimetre of a rectangle equals the sum of the lengths of its sides. 2 The sum of the angles of any triangle is one hundred and eighty degrees. 3 The length of one side of the triangle can be greater than the sum of the length of the other two sides. 4 We can find out the area of a rectangle if we multiply side a by side b. 15 Work in small groups. Read Jerry’s message and solve his problem. a) Use the laws of geometry and write down your solution. b) Explain to Jerry (and to the whole class) your way of solving the problem. Choose the group which presented and explained the solution the most clearly. window door Hi! I was told to buy a special acid-resistant floor covering for our chemical laboratory. This floor covering is very expensive and I need to know the exact quantity, i.e. how many square metres to buy. The problem is that there's lots of chemical equipment in the lab at the moment, and I'm not allowed to touch anything. So, I can measure the length of the lab — it's 12 metres, but can't measure its width. I can also measure the distance from the door comer to the window comer (it's 13 metres), but it doesn't seem to help much, does it? I need help! I don't want my boss to think that I'm stupid and fire me! Call me as soon as possible, jerry Glossary triangle I'traiaeogal] rectangle I'rektaeQgal] obtuse angle |3b'tju:s 'жг)дэ1| equilateral triangle (.iikwilaetaral 'traiseogsll acute angle la'kjirt 'aeogal] isosceles triangle |ai,sns3li:z 'traixogall hypotenuse [hai'pntmjirzl Pythagoras’ Theorem (pai‘0aeg3r3s 'Giaram) Archimedes' Theorem |,aki'mi:di:z ’Giaramj Diophantine Theorem fdaisu'fentain '0iorom| 163 Appendix I School English - Is Biology just a school subject? - No! It's a fascinating study of life! 1 In which of the following situations can you use your knowledge of Biology? Say how. Can Biology help... • when we plant flowers or vegetables? • when we cook meals? • when we choose a pet to adopt? • when we plan our day? • when we shop for food? • when we choose a career? • when we choose where to go for holiday? • when we choose a place where to live? • when you want to find out about the risk of genetic diseases? 2 Match the branches of Biology with their functions. Suggest your own definition of Biology. Anatomy ; Agriculture ^ Botany (a^ Ecology ') Г Biology ) (E ) Zoology ) Hj Microbiology } Cell Biology , Genetics } 1 studies how to cultivate land and produce crops. 2 studies animals, their classification, physiology, development, and behaviour. 3 studies and classifies plants. 4 studies microscopic organisms (microorganisms, including viruses) and their interactions with other living beings. 5 studies ecosystems and how people interact with other species, different living beings and inorganic elements. 6 studies the cell as a complete unit, and the molecular and chemical interactions that happen within a living cell. 7 studies genes and heredity. 8 studies the structure of human and animal bodies. 3 Find the “tiniest” word in each set of words. root rose bush stem finger skin arm nails body cell human being В 4 Work in pairs. Read the information and mark the statements below as true or false. Comment on your decision. The cell is the structural and functional unit of all living beings. The cell was discovered by the British scientist Robert Hooke in 1665. He was the first to see tiny blocks in slices of cork through a microscope. He gave them the name “cells” which means “small rooms" in Latin. Later, it was discovered that all plants and animals consist of cells. In the 1830s German researchers, Matthias Schlciden and Theodor Schwann, came to the conclusion that plant cells and animal cells have the same structure and that the cell is the basic unit of any living tissue. Their discovery led to the creation of The Cell Theory which states that: • The cell is the unit of structure, physiology, and organization in living things. • All cells are basically the same in structure, chemical composition and vital functions. • All new cells come from pre-existing cells by division. Every living being has from one to trillions of cells. Tiny amoebas are one celled organisms and a human body contains trillions of cells. Cells form different tis- 164 sues and organs and therefore have different purposes. For example, blood cells and muscle cells don’t look like each other ver>' much (see picture 1) because their functions are different. However, according to The Cell Theory their structures are quite similar and they consist of the same basic elements. Picture I blood cells a muscle cell • The structure of plant cells differs a lot from the structure of animal cells. • If an organism has only one cell it can still be defined as a living being. • The Cell Theory states that epithelial (skin) cells are absolutely identical to osteocyte (bone) cells. 5 Work in small groups. Discuss the question and present arguments for your point of view. Does The Cell Theory support Charles Darwin’s Theory of Evolution? 6 Work in pairs. Read the definitions of four cell elements and find those which are marked in the picture as A, В and C. Say which stands for each letter. • The cell membrane covers the whole cell. It is only two molecules thick and acts as a cell barrier. . The nucleus is the cell’s control centre. It regulates the cell’s reactions and reproductive functions. • The cytoplasm is the fluid material between the cell membrane and the nucleus. It con- - Is Biology just a school subject? - Nol It's a fascinating study of life* tains different organelles, proteins, electrolytes. phospholipids, etc. DNA is a molecule that carries inherited information. 7 Decide where in the picture the fourth element from the exercise above should be marked. Read the second part of the article and find out if you are right or not. Glossary tissue (Т|/и:| Ctisju:! epithelial |,cpi'Oi:lial] osteocytes ('Dsti3u,saitsj membrane I'membrein) nucleus I'njiuklissj cytoplasm ['saitaplaezm] organelles |,3:ga'nelz) deoxyribonucleic acid (di:,Dksi,raib3uniu:kleiik 'aesidl Since the 1950’s, cell biology has focused on DNA and its informational features. DNA or deoxyribonucleic acid contains the genetic information and is responsible for heredity. Normally DNA does not exist as a single molecule but a pair of molecules which are tightly wound and form a double spiral. The DNA molecule is very long — when unwound, it measures about five centimetres! Amazing, but these huge molecules are cleverly packed in a tiny 165 Appendix i School Englith nucleus, which can only be seen through an electronic microscop>e. The DNA molecule consists of segments. The segments which store the genetic information are called genes. Scientists are still uncertain about the number of genes each person has — the numbers vary from 20,000 up to 100,000! When a new organism is coming into existence, it inherits genes from the parents. These genes determine the physical, physiological and behavioural characteristics of the new living being. It’s believed that the information stored in genes can be decoded, and scientists are very enthusiastic about cracking the genetic code. It will enable people to know what the would-be organism is going to be like. Ambitious scientists go further -they mean not only prediction, but the possibility of altering the genetic code for medical or other purposes. Their plan sounds both exciting and scary. What will genetic experiments lead us to? 8 Read the article again and discuss the questions below. 1. What does the DNA molecule look like? You can either describe or draw it 2. What kind of information are the genes responsible for? 3. Theoretically speaking, is it possible to read and change the genetic code? 4. Do you know about any successful experiments in genetics? 5. What do you know about genetically modified food? People argue a lot about the advantages and disadvantages of genetically modified food (GM food). What’s your view: should the experiments go on or should they be banned? Useful phrases GM food will be quite common in the near future it will enable people to... everyone will be able to... most people think that GM food is unsafe eating GM food can lead to unpredictable changes genetically modified organisms can break / upset the food chain GM crops will feed lots of people who are starving nowadays GM vegetables and fruit are big, tasty and don’t get rotten for a long time people can’t do without GM food because the population of the planet is rising if properly tested, GM food may be safe 166 Learning strategies Appendix 2 Learning to follow tips The most effective way to learn is by knowing: • yourself • your capacity to learn • any process you have successfully used in the past • your interest in, and knowledge of the subject you wish to learn Begin with the past What was your experience when you first began to learn? Did you like to... read? solve problems? memorise? recite? interpret? )id you... know how to summarise? ask questions about what you studied? review? have access to information from a variety of sources? like to study alone or in groups? What were your study habits? Did they work w'ell? Proceed to the present How interested am I in this? How much time do I want to spend learning this? WTiat can I control and what is outside my control? Do I have a plan? Does my plan consider my past exp>erience and learning style? Consider the process Do 1 understand the material? What do 1 know about it already? What kinds of resources will help me? Should I go more quickly or more slowly? If 1 don’t understand something, do I ask why? Do I stop and summarise? Do I stop and evaluate? Do I need to discuss it with other learners? Do I need to find an expert? Assess yourself W^at did 1 do right? What could I do better? Did m>' plan work? Was I disciplined with myself? Did I succeed? 167 Appendix 2 Learning strategies How to guess word meaning from context 1 What does what in a sentence? (subject / verb / object) The place of the word in a sentence helps you to work out if it is: a) a noun or naming word b) an adjective or describing word c) a verb or action word 2 Look for any context clues. Context refers to the sentence, paragraph and the wider passage in which the word occurs. In deciding the meaning of a word you look for clues, before and after the sentence in which it is used, to give you an idea of the possible meaning. 3 Consider what the word sounds like. Compare the sound of the word to words you know. If you see a word like “communicativeness”, saying it out loud may help you link it to the word “communicate”. Using this, together with any useful context clues, you might guess what it means. 4 Use your knowledge of word parts. Using your knowledge of how a word is built up: a) lifelong: life + long = lasting for life b) unforgettable: un + forget + able = not able to forget = impossible to forget 5 Check your guesses in the dictionary. Taking notes from a text Sometimes you need to take some notes from texts such as those that appear in textbooks, journals, reports, reference books. Notes can help you: • remember something since you can’t hold everything in your head • concentrate since taking notes keeps you active and involved • highlight key points so that you can refer to them later • summarise key points of information Follow the tips for taking notes: 1 Read and think before you write down any information. This will allow you to take notes in your own words, proving that you have understood the information. 2 Don’t just copy the text and expect it to make sense later. 3 Decide on the important points by highlighting or underlining them. 4 Decide on a title. This will help you keep track of your notes later. 5 Save time by eliminating articles and using sentence fragments, abbreviations, symbols, and other shortcuts. Avoid word-for-word copying. You will be able to take notes faster if you select just the key words. Decide which information goes together and organise your notes in a logical way. Intend to show subtopics and details, and leave a space to indicate a change of topic. Also, leave enough space so that if you need to insert information later, there’s room. Leave a margin, and use it for key words and questions that will help you review later. Re-read your notes from time to time as this will help your learning and processing of the information. 168 App>endix 2 Learning s^raregtes How fo contribute to a group discussion of ideas • Don’t be afraid to voice your opinion, even if it differs from your teacher or classmates. • It is very likely that if you have questions or need more information, there will be others who feel the same way. • First listen and try to understand other people’s opinions. Respect theirs, and you will be respected for yours. • Mark or make notes of the points you wish to answer, discuss or question. It shows that you are trying to understand others, as well as be understood by them! • Try to keep your comments to the point and don’t hesitate to refer to your notes. • After you have spoken, ask for feedback to see if others have understood what you have said and whether they agree or disagree with you. • Contribute to the group by focusing on your analysis of the topic, your reaction, your opinion, and finally your openness to understanding others. How to do a role-play 1 Prepare yourself thoroughly. Read your role card attentively and make sure you understand what is required from you. You may need some time to get into your role. 2 Think over the ideas you need to put forward in order to play your role and the arguments you need to have to support your ideas. Collect your ideas and make notes. 3 Think through the language you will need to play your role. Look through the unit or lesson to revise the vocabulary and grammar you might need, and ask your teacher for the words you can’t find in the textbook. You can choose to prepare your role play with your classmates holding the same role card. Do the rehearsing. Think of your performance during your rehearsal and find the way to improve it. Think about how you can make your role-play more like real life. Rearrange the furniture, or bring some props for your role-play. You may draw or even write the names of the objects you need on the cards. Use your imagination! It might be difficult to identify yourself w ith somebody who is much older than you or who comes from another country, but that makes the role-play challenging and interesting. Relax while playing your role and have fun! How to prepare for a presentation effectively 1 Explore the issue. Sometimes the issues teachers introduce to you can seem very broad. So think about the issue as a w'hole and identify its significant parts. It’s best to choose a concrete aspect of a broad issue so that is easier to deal with. 2 Think about what you already know. What do you already know about the issue? Include both w'hat you have actually learned from this section and from other subjects. You may feel that you don’t know enough about your topic but that is the challenge! 3 Choose a topic for your talk and write it in your own w'ords. Choose your topic carefully. Not only should it be motiv'ating for you, but also interesting to your classmates! 169 Appendix 2 Learning strategies 4 List the things you need to know to give your talk. Make a plan for your presentation to help you explore the issue you have chosen. You will have to gather information and learn new concepts, information, or skills as you start to prepare. 5 Do research and gather necessary information. Research the knowledge and data that will help you to prepare your talk. Look for different possible resources — talk to your teachers, read books, surf websites, etc. Be selective, don’t get overloaded with information. 6 Prepare your talk. Revise the information you have found. Process the information, analyse and organise it and write down detailed notes to support your talk. Don’t write long pieces of text: always think about the length of time you have to talk! 7 Presenting and defending your findings. Now you will need to present your findings and conclusions to your classmates. State clearly both the topic and your findings. Present your talk going from one main point to another in a logical way. Help others learn, as you have learned! If your classmates have a question and you have an answer, present it clearly. If you don’t have an answer, acknowledge it and refer it for more consideration. 8 Review your performance. Take pride in what you have done well, and learn from what you have not done well. Thomas Edison took pride in unsuccessful experiments as part of his journey to success! How to give a perfect presentation Structure 1 Think about the organisation of your presentation. 2 It should contain an introduction, a main body and an ending. 3 Make your presentation whole and logical by using linking words and phrases. Body language 1 Show your enthusiasm about what you want to say. 2 Think about your posture, hands, movement and facial expressions before you start presenting. 3 Establish and keep eye contact with the audience and be natural while speaking. Voice 1 Speak so that you can be heard in every corner of the room. 2 Pay attention to your pronunciation. Articulate sounds and words clearly. Timing 1 Try to stay within the time limit. Language 1 Be careful with your choice of words. Think about the register of your presentation and your st}'le. 2 Try to speak without long pauses. 3 Avoid making grammatical mistakes! Visual aids 1 Use different kinds of visuals - schemes, tables, charts, pictures and posters - to help the audience understand your message. 170 Appendix 2 Learning Hroiegi*» How to conduct a class survey • Any survey requires socialising and circulating freely around the classroom. Be disciplined and cooperative and interact positively with the other students. • Prepare your questionnaire carefully. You may follow the example questionnaire below or design your own. • Ask your teacher for help and try your questions with him / her before asking other students. Example survey sheet (to be used for any survey topic) Topic General question (What do you want to find out about in your survey?) Specific questions (What are the exact questions you will ask people?) Your notes Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 During your surveys, it will be important for you to ask questions. Don’t forget to ask your questions politely. Would you mind telling me...? Could you tell me what...? Could you explain a bit more please? Circulate freely round the class doing the survey. Make careful notes of the students’ answers and ask for clarification if you failed to understand what a person wanted to say. Return to your seats to prepare your report in groups. You can use the report form given below or design your own report form. 171 Appendix 2 Learning strata jies How to report on a class survey 1 Introduction Identify your aim and your actual questions. Explain your own position. We wanted to know... We asked ... students what / how... Then we asked them to tell us... We think / believe that... Results General patterns and the most striking Endings. Almost all the students (...) told us that..., but only three of them think / believe... Almost half the class... Some students could not tell us what they thought because... Conclusion Answer to the general question. Did anything surprise you or stand out? According to our survey our class’s opinion about... is the following; The majority of students in our class... It is quite common for girls... Boys tend to... Not many students think... Very few students believe that... Nobody supports... Ihe most popular argument for / against... is... The most surprising thing about this survey is... • Report back to the whole class. Listen to other students’ feedback on your work. How to improve your debating skills 1 Talk to the audience, don’t read to them. Remember your job is to persuade the audience - and persuasion is interactive. You need to engage the hearts and minds of the audience. 2 Practice in front of the mirror or in front of a video camera. There’s no better way to improve your delivery than seeing what the audience sees. 3 Write less on your cards, not more. Remember the main purpose of notes - to remember content. So use as few written words as possible to help you jog your memory in case you get lost. 4 Always relate what you are saying back to the topic — explain its relevance. You should make it clear to the audience that everything you say helps you prove your side of the topic. 5 Use examples to support your arguments. They should be interesting, easy for the audience to relate to and provide sufficient evidence. What makes a good chairperson What makes a good speaker A good chairperson will always... • keep order • keep the audience’s attention on the speaker • speak loudly and clearly • manage people who interrupt appropriately A good speaker will always... • demonstrate a good knowledge of the topic • use examples and facts to support his / her arguments • show' enthusiasm and confidence • try to answer questions put to them, even if the questions are tough ones • ask somebody to restate their question if it is unclear • keep to the point and not wander off topic • speak loudly and clearly I 172 Appendix 2 Leorning strategies What makes a good chairperson What makes a good speaker A good chairperson will never... • shout to keep order • use the gavel before they try to make their presence known verbally • treat the gavel as a sledge hammer • use violence to establish order • forget to keep a good record of time throughout the debate A good speaker will never... • mumble his / her words • contradict himself / herself • leave a question unanswered • leave the debate in a bad mood should he / she happen to lose Writing an article 1 Think of the target audience; who is the article intended for? 2 Make a plan. Remember that your article should always have a clear structure. Don’t include all of your ideas: just choose the three or four most important ones. 3 Give your article a catchy title. 4 Read your article carefully and check whether it is clearly structured. The paragraphs should link logically. 5 Check grammar and vocabulary. .\n effective article should contain: a) an eye-catching title which attracts the readers’ attention and suggests the theme of the article. (Think about what attracted you to a magazine or newspaper article recently — what was it about the title that made you read it?) b) an introduction which clearly defines the topic to be covered and keeps the reader’s attention. c) a main body of two-three paragraphs in which the topic is developed in detail. d) a conclusion summarising the topic or a final opinion, recommendation or comment. Writing a formal letter of application .\ formal letter should contain: 1 A greeting; l>car St-r /Mfldnvvi If you know the name of your addressee, replace “Sir / Madam” with it.) Your reasons for writing: I n^u writing to «ppLy for... with rtfertMt to yoicr ndverttscmervt 11л.... 13 The main information in 2-3 paragraphs you wish to convey. |4 An ending with common finishing remarks. I Loote forward to your reply / to \neariviQ fronc you soow. yours falthfuLLy (if you started your letter with Dear Sir or Madam) yours slkvcerely (if you started your letter with Dear Mr Jones) Your signature. 173 Appendix 2 Learning strategies Ideas for writing Ask yourself the following questions to help you get started: • What course are you going to apply for? You will have to invent the details (e.g. about how long the course is, and whether it’s full-time or part-time). I niw to ffppLy for yoixr Foreign. Language Progranuwe... • The Admissions Officer might also be interested to know why you picked this university. t aru partlcuLarLy feeen to come to your university as it was recom-mended to me by a friend... • Write down the reason why you want to apply for that programme. I am. very teeen to Learn foreign Languages as this wUl heLp me to communicate with people from different co\eople’s arguments and an explanation of why they are wrong. 4 A conclusion. Always use these crireria to check whether you have written a successful essay. Criteria for checking your essay I Content Is the essay what the question asks for? Is it all relevant? Are all the appropriate ideas included? Is there enough reasoning provided? Range of vocabulary / structures Is there a range of vocabulary'? Is there a variety of grammatical structures? Organisation and logic Is the organisation logical? Is it well organised in paragraphs? Is the sequence of ideas clear? Have appropriate linking words been used? Register and format Is it formal / informal enough? Has the writer used the correct format? Target reader Is it interesting to read? Does it have any emotional and intellectual impact? What mark would the reader give the piece of writing? 174 Cultural guide Appendix 3 agenda [o’c^cndal — 1 all the things that need to be done or that need to be thought about or solved 2 p>oints to be discussed at a meeting Adams, Bryan ['aedams 'braian] (born 1959) — a Canadian singer, guitarist and songwriter Algeria [ad'^iaria] — a country in north Africa, the second largest country on the African continent Alferov, Zhores lal'ferav ja'resl (born 1930) — a Russian physicist, the Nobel Prize winner, who contributed significantly to the creation of modern heterostructure physics and electronics anthem |'гепвэт1 — the official song of a particular country that people sing on special occasions Athens f'aeGanzI — the capital of Greece and one of the most famous cities in the world, named after the goddess Athena [Афина] В boycott ['baikmj — to not take part in an event or not buy or use something as a protest Bryson, Bill (born 1951) — a well-known American-born British author of humorous books on travel, the English language and also scientific subjects Buddhist temple Cbudist ’tempi] — a structure reserved for religious or spiritual activities of Buddhist followers calendar j'kaelinda] — a system for naming periods of time, typically days. In its paper form, it is used to arrange and track a particular set of planned events cheche [1П:‘1Гк| — part of traditional Arab dress: the head scarf can be used as a shawl or as a belt comprehensive school |,kDmpn'hensiv 'sku:l| — a secondary school that accepts pupils of all abilities. Comprehensives have dominated British secondary education since the 1970s and currently educate over 90% of secondary pupils Corinth 1'кэппб] — a Greek city-state, on the Isthmus of Corinth, the narrow stretch of land that joins the Peloponnesus to the mainland of Greece Cornwall [’kninwal] — a country in southwest England on the peninsula that lies to the west of the River Tamar Dahl. Sophie |do;l 'soufij — an English fashion model and authoress Eminem I'eminamI (born 1972) — Marshall Bruce Mathers III, an American rapper best known as Eminem, his stage name extra-curricular activities — things that you do at school or college that are not part of your course family room — 1 BrE a room in a hotel with enough beds for a family to sleep in 2 AmE a room in a house where a family relaxes and watches television, plays games etc Finsbury Park [Tinzban poik] (of London) — an area of London, at the junction of the London Boroughs of Islington, Haringey and Hackney gandoura I'gsndsraj — traditional open sleeveless Arab dress for men Gates, Gareth |geils ’дагэв] (born 1984) — an English pop singer who shot to fame in 2002 when he came second in the first series of the television talent show Pop Idol gospel song I'gnspai] — a type of Christian music that develop>ed in the churches that black people went to in the South of the US in the past. It is sung by groups of singers who typically have powerful voices grade Igreid] — either a teacher’s evaluation of a student’s work, as marks, or a student’s level of educational progress, usually one grade per year (e.g. the “3rd grade" or the “12th grade”) guinea I'gini] — an old British coin and currency unit with a value of 21 shillings. The name came from Guinea in Africa, where much of the gold used to make the coins originated H Hindu temple ['hindu: ’tempi] — a house or a part of a building for the followers of Hinduism used for daily worship and meditation 175 Appendix 3 Cultural guide Hobbit I'hobitl — In J. R. R. Tolkien’s fictional universe of Middle-earth, Hobbits are an imaginary race of Men. Hobbits are benveen two to four feet tall, their feet are furry, with leathery soles: most Hobbits never wear shoes. They first appear in the book The Hobbit, and also play a major role in The Lord of the Rings Homer’s Iliad and Odyssey I'haumaz iliad and 'ndisi I — two ancient Greek epic poems, attributed to Homer, a supposedly blind Ionian poet. Scholars dispute whether Homer existed and whether he was a single person, but it is clear that the poems spring from a long tradition of oral poetry International Olympic Committee — an organisation based in Lausanne, Switzerland, created by Pierre de Coubertin and Demetrios Vikelas on June 23, 1894 to reinstate the Ancient Olympic Games held in Greece between 776 BC to 396 AD. Its membership is 203 National 01)Tnpic Committees Kyoto ['kjoutno) — a city in the central part of the island of Honshu, Japan Mediterranean Sea (the) l.medita'rciniani — a part of the Atlantic Ocean almost completely enclosed by land: on the north by Europe, on the south by Africa, and on the east by Asia mosque |mDsk| — a place of worship for followers of the Islamic faith Mozambique |,m3uzambi:k| — a country in southeastern Africa N NASA I'ncesaj — the agency responsible for the public space programme and long-term civilian and military aerospace research in the United States of America nomad I'naumaedl — communities of nomadic people move from place to place, rather than settling down in one location. Many cultures have been traditionally nomadic, but nomadic behaviour is increasingly rare in industrialised countries Onslow Gardens I'onslou 'gerdnzi — the name given to a suburb on the western outskirts of London. The housing is mainly between the fri.st and the second World Wars, and parts of the village have been designated as protected areas lad |lasd| — an informal reference to a boy or more generally any male, especially in Northern England, and particularly in the county of Lancashire. Lass(ie) is the female equivalent plaque |plu:k| — a flat ornamental plate or tablet fixed to a wall, used to mark a significant event, person, etc M Madonna [mo’dona] (born 1958) — Madonna Louise Ciccone, better known worldwide by only her first name, an American pop singer, songw'riter, producer, dancer, actor, and children’s author Mae ImeiJ, Vanessa (born 1978) — an internationally known classical and pop musician. Her music style is self-described as “violin techno-acoustic fusion” Mali ('mulil — the republic of Mali, a landlocked nation in Western Africa Maya I'muia] — an historical Mesoamerican civilisation, noted for the only known fully developed written language of the pre-Columbian Americas, its spectacular art and monumental architecture, and sophisticated mathematical and astronomical systems Renaissance (the) lri'neisans| — an historical age that followed the Middle Ages and preceded the Reformation (roughly the 14th-16th centuries) Royal ('ratal] Leamington Spa — a town visited for health reasons, to “take the waters” in central Warwickshire, in England sacred cow |,sciknd 'kau| — Most Hindus respect the cow as a matriarchal figure for her gentle qualities and for providing milk and its products for a largely vegetarian diet. Hindus do not worship the cow, yet it holds an honoured place in society and most will not eat beef in general 176 Sahara (the) Isa'hars] — the worlds largest desert, over 9,000,000 krn^ almost as large as the United States. The Sahara is located in Northern Africa and is 2.5 million years old. Its name, Sahara, is an English pronunciation of the word for “desert" in Arabic Star Wars — a science fantasy saga and fictional universe created by writer / producer / director George Lucas during the 1970s Strauss, Johann [straus, jau'ha:n| (1825-1899) — an Austrian composer known especially for his waltzes, such as The Blue Danube Appendix 3 Cultural guide Vernadsky, V'ladimir Ivcr'nsdski vladi'mir] (1863-1945) — a Russian-Ukrainian mineralogist and geochemist whose ideas of noosphere were an important contribution to the Russian cosmism. He was a founding father of several new disciplines, including geochemistry, biogeochemistry, and radiogeology via I'vaial — the Latin word for a Roman road, commonly used as a delineation of connection (e.g. “Your train will travel from Saint Petersburg to Rostov-on-Don via Kursk.”) The Osbournes I'ozbanzl — an Emmy Award-winning American reality television show that featured the domestic life of rock and roll singer Ozzy Osbourne and his family Tokyo I'taukiaul — the capital city of Japan Trinity College I'tnniti | — the name of many schools and colleges in Britain, the United States and other English-speaking countries. The Trinity is a name that Christians use for referring to the three parts that God consists of: the Father, the Son and the Holy Spirit [Святая Троица) Tuareg I'twareg] — a Berber ethnic group or nation, found mostly in West Africa tube (the) [tju:bl — the London metro train system, also known as the Underground w Wheldrake, York j'weldreik, jo:k| — a village in the city of York, North Yorkshire, England, seven miles south-east of York Where words fail... — the title comes from the saying “Where words fail, music speaks.” — Hans Christian Andersen (1805-1875), Danish short story writer, poet Williams ['wiljamsj, Robbie (born 1974) — a British singer. In 2002, the UK public voted Williams to be on the BBC’s list of the 100 Greatest Britons (at number 77) U U2 I ju: 'tu:) — an Irish rock band formed in Dublin. Ireland 177 I и ' List of irregular verbs " 1 Appendix 4 Infinitive Past simple Past participle awake (aVeik] будить, просыпаться awoke [D'waukj awoken be lbi;J быть, находиться. was [wDz] (ed. ч.) been являться were [war] (mh. ч.) bear |Ьеэ1 рождать bore [borj born [born] beat |bi;t] бить, ударять beat beaten become [bi'kAml становиться became [bi'keim] become begin [bi'gin] начинать(ся) began [bi'gsnj begun [Ы'длп] bite (bait) кусать(ся) bit bitten break [brcikj ломать, нарушать broke broken bring приносить, приводить brought [brortj brought build [bild] строить built [bilt] built burn жечь, гореть burnt, burned burnt, burned buy [bail покупать bought [bDT] bought can могу, умею could [kixlj — cast [kast] кидать, бросать cast cast catch [kaet/] ловить, поймать caught [kortl caught choose [tju:z| выбирать chose [tfauzj chosen come |клт| приходить, приезжать came come cost [kostj стоить cost cost cut [kAtJ резать, рубить cut cut do [du:l делать, поступать, выполнять did done [tUn] draw [dro;] рисовать, чертить, тянуть drew [dru:| drawn [dram] drink пить drank drunk drive вести машину. drove [drom] driven I'dnvDn] ехать на машине eat |i;t| есть, кушать ate [et| eaten fall |fo:i| падать fell fallen feed кормить fed fed feel чувствовать felt felt hght (fait) бороться, сражаться fought [fort] fought hnd [famd] находить found [faund] found fly [flai] летать flew [flu;] flown [Пэип] forbid запрещать forbade forbidden forget забывать forgot forgotten get получать got got give [grvj давать gave given ['givanj go ходить, идти, ехать went gone [gon] grow [дгэи] расти, выращивать grew [grurj grown [grsunj hang висеть, вешать hung hung have [haev] иметь, владеть had had hear [hi3| слышать heard [hard] heard hold [hauldj держать held held hurt [hart] ушибить(ся), причинять боль hurt hurt keep держать, хранить kept kept know |nou[ знать knew [nju:[ known [пэип] lay [leij класть, положить laid [leid] laid lead вести, руководить led led 178 ■епс" erb Infinitive Post simple Past participle learn |1з:п] учить что-то. learnt |1з:т| learnt узнавать, учиться learned learned leave уезжать, оставлять left left let позволять, разрешать let let lie [lai| лежать lay lain lose |lu:zl терять lost lost make делать, заставлять made made mean значить, иметь в виду meant [ment] meant (ment) meet встречать(ся) met met pay платить paid paid put [pulj класть, ставить put put read |ri:d) читать read [red] read (red) rid |nd| избавлять rid, ridded rid, ridder ride ехать верхом rode ridden ring звенеть, звонить rang rung rise подниматься, вставать rose risen ['rizn] run бежать, бегать ran run say [seij говорить, сказать said [sed] said [sed] see видеть saw (so:) seen sell продавать, торговать sold (sould) sold [souldj send посылать, отправлять sent sent set ставить, класть set set shake [jeik] трясти shook [Juki shaken ['Jeikon) shoot Lfu3| стрелять shot (Jm) shot show t/aul показывать showed Lfoud] shown IJoun] shut LfAt] закрывать shut shut sing петь sang sung sit сидеть sat sat sleep спать slept slept smell нюхать, пахнуть smelt, smelled smelt, smelled speak говорить, разговаривать spoke (spouk] spoken spend тратить, расходовать spent spent spill проливать, разливаться spilt, spilled spilt, spilled spread [spredj простираться spread [spred] spread [spred] stand стоять stood [stud] stood [stud] steal воровать, красть stole stolen swim плавать sw'am (swaeml swTim take брать, взять took (tuk] taken Cteikan] teach учить taught [too] taught [to:t] tell сказать, рассказать told [tould] told think думать, полагать thought [0ОД] thought throw [вгэо] бросать threw [0nx) thrown [вгэип] tread [tred] ступать, топтать trod trodden understand понимать, предполагать understood understood LAndo'staendl (^Ando'studj cpset lAp'set) расстраивать upset upset wear |wea| носить (одежду), изнашивать wore [wo:] worn [worn] iwin выигрывать, побеждать won [WAn] won [WAn] write [raitj писать wrote (raot] written [’ntn] 179 Grammar reference Appendix 5 UNIT 1 Section 1 Present perfect (Revision) The present perfect is used to connect the past and the present. The present perfect is used: • To describe an action which started in the past and continues up to the present, especially with state verbs, e.g. know, have, like, be, etc. I have known Mark for ten years. We have been in this class since we were 7 years old. • To describe an action which happened at an unstated time in the past. The action is more important than the exact time. He has been in Italy twice. I have never done skateboarding. • To describe an action within a time period which has not yet finished at the moment of speaking, e.g. today, this week, this year, etc. Have you seen Mary today? I haven’t been to class this week. Section 2 Reported speech (Revision) Direct speech Reported speech In statements with the... Present simple Present continuous Present perfect Past simple Past continuous Future will Change to the... Past simple Past continuous Past perfect Past perfect Past prefect continuous Conditional would NB: Pronouns and time expressions change with the new structure. "I want to read this book,” she said. “She is doing her homework,” he said. She said (that) she wanted to read that book He said (that) she was doing her homework. In questions... The verb tenses, pronouns and time expressions change as they do in statements. The reported questions begin with a question word or if / whether. The question mark and words such as please, well, and oh are omitted. “What do you want to say?” she asked me. “What are you doing?" mother asked Tim. “Do you like pop music?" Ann asked me. She asked me what I wanted to say. Mother asked Tim what he was doing. Ann asked me if (whether) I liked pop music. 180 Appendix S Grammar reference The passive voice (Revision) The passive voice is used when we want to focus attention on the person or thing affected by the action. When you ride in the dry zorb, you are securely strapped in and then rolled over the top... In the wet zorb, you are not strapped in and are instead encouraged to stand up and run like a hamster in its wheel. Verb form Construction Examples Present simple am / is / are + V-ed / The sports equipment is kept in the gym. Present continuous am / are / is being + V-ed / The track is being repaired. Present perfect simple has / have been + V-ed / V^ He has just been awarded second prize! Past simple was / were + V-ed / The race was won by a school newcomer. He is so athletic! Past continuous was / were being + V-ed/V^ They were being treated as world champions when they won a local competition. Past perfect simple had been + V-ed / The vegetables had been cooked for far too long, but we had to eat them for lunch. Future simple will be + V-ed / V^ The school competition will be held on Saturday. Future perfect simple will have been + V-ed / There is no point in hurrying. The meeting will have been finished by now. Infinitive (to) be + V-ed / V^ Exams have to be taken almost every year you are at school. Do you know who is going to be invited to the party? 181 Appendix 5 Grammar reference UNIT 2 Section 2 Can (Revision): Can vs be able to Can has no infinitive, -ing forms or participles. So. when necessary, we use be able to. I’d like to be able to swim. In the future, people will be able to build cities under water. She enjoys being able to drive. He has been able to speak French since he was 5. Section 3 Conditionals (Overview) Real present conditional Unreal present conditional Used to talk about habits and general truths. If I have time, I study English. (Sometimes I have time.) If you mix yellow and green, you get green. (Whenever you mix these colours, you always get green.) Used to talk about unreal present situations. If I had time, I would study English. (I don’t have time.) NB: The past form had does not have a past meaning in sentences like these; it has a hypothetical present meaning. Real past conditional Unreal past conditional Used to talk about situations when there was a possibility that the situation in the i/-clause happened in the past. If I had time, I studied English. (Sometimes I had time.) Used to talk about unreal past situations. If I had had time, I would have studied English. (I didn’t have time.) Real future conditional Unreal future conditional Used to talk about situations when there is a possibility that the situation in the «/-clause will happen in the future. If I have time, I will study English. If I have time, I am going to study English. (I don’t know if I will have time or not.) Used to talk about unreal future situations. If I had time, I would study English. (I won’t have time.) NB; The past form had does not have a past meaning in sentences like these; it has a hypothetical future meaning. Section 5 English tenses timeline chart This chart is a handy reference sheet to English tenses and their relationship to one another and the past, present and future. Verb forms are highlighted in bold. Tenses which are rarely used in everyday conversation are marked by an asterisk (*). 182 00 ы Simple aelivc Simple passive Timeline Continuous (Progressive) active Continuous (Progressive) passive PAST TIME t She had already done the exercise when 1 came. The missing painting had been sold twice before it was found by the police. t PAST PERFECT I 1 had been waiting for four hours when he finally arrived. The house had been being painted for over a month before they began to decorate the interior. * I bought a new suit last week. The book was written in 1876 by Leo Tolstoy. t PAST 1 1 was watching TV when she arrived. The problem was being solved when I came to class. She has lived in Moscow for many years. The company has been managed by this director for the last two years. t PRESENT PERFECT 1 She has been working with this company for six months. The students have been being taught for the last four hours. * He works five days a week. Those shoes are made in Poland. t PRESENT 1 1 am working at the moment. The work is being done by Nikolay. 1 PRESENT MOMEEJT 1 1 FUTURE INTENTION They are going to fly to Saint-Petersburg tomorrow. The experiments are going to be carried out by the students. The sun will shine tomorrow. Tlw food will be brought later. 1 FUTURE SIMPLE He will be studying tomorrow at six o'clock. The bread rolls will be being baked at two o’clock. * 1 will have completed the task by the end of next week. The translation will have been finished by tomorrow afternoon. 1 FUTURE PERFECT 1 She will have been working here for two years by the end of next month. The house will have been being built for six months by the time they finish. * 1 FUTURE TIME i > ■о ■о <р э о. 5’ СП О 8 э э о <Ь <Г <0 D п ф Appendix 5 Grommar reference UNIT3 Section 1 Comparative and superlative forms of adjectives Common two-syllable adjectives normally take the -er / -est patterns. simple simpler simplest clever cleverer cleverest The cleverest solution to any problem is usually the simplest one. Two-syllable adjectives ending in -y have -ier and -iest as their comparative and superlative. pretty prettier prettiest happy happier happiest dirty dirtier dirtiest messy messier messiest This is the messiest room I have ever seen. She was the prettiest and happiest girl at the party. Adjectives formed with -ing and -ed and those ending in -ious and -ful form their comparatives and superlatives with more and most. boring more boring most boring worried more worried most worried anxious more anxious most anxious careful more careful most careful Watching football is more boring than playing it. Modern people are certainly more anxious than ancient people. 1 made many mistakes in the test today. Next time 1 will be more careful. Three or more syllable adjectives take more or most in the comparative and superlative except for two-syllable adjectives ending in -y and prefixed with ЫИ-: reasonable more reasonable most reasonable beautiful more beautiful most beautiful untidy untidier untidiest unhealthy unhealthier unhealth iest He i.% the untidiest person / know, but one of the most successful. 184 Appendix 5 Grammar reference Section 4 Ways of expressing the future Form Function Examples going to To express a personal intention or make a prediction about what you know / feel / see. / am going to study French this year. The sea is going to be very rough this afternoon, so don’t go swimming. Future simple To express (with shall and will plus the infinitive of a verb) a future fact, a sudden decision, an offer, a threat, a promise, an opinion about the future, a probability especially after think, suppose, expect, doubt if. Tomorrow will be my birthday. It’s all right I’ll do the shopping. / will take you in the car if you like. I’ll stand by you whatever happens. I suppose we’ll manage without the car. Present continuous To express planned or personally scheduled events. Usually used with principle verbs such as: come, go, begin, start, finish, have, etc. He’s coming tomorrow afternoon. What are we having for dinner? I’m not seeing my friends until Friday. Present simple To express something to happen in the certain future, something already arranged as in a timetable or programme. Your train leaves in ten minutes. is to / are to To express an instruction or something arranged officially. The political leaders are to meet next month to discuss the crisis. about to / due to To describe actions that are expected to happen, usually in the very near future. The 100 metre race is about to start any minute now. Common future time expressions include: next (week, month, year): in + (a moment / an hour / a week / a year...); in X’s time (amount of time, e.g. in two weeks time)-, tomorrow, soon, later; time clauses (when, as soon as, after, in case, untill) + simple present (e.g. I will telephone as soon as I arrive). 185 Appendix 5 Grammar reference UNIT 4 Section 1 Ways of expressing preference, purpose, likes and dislikes (for Ways of expressing purpose, see Unit 1, page 46) After would like / would prefer infinitives are most often used to talk about choices and preferences. I’d like to play football today. (= I want to play football, I choose to do this today.) I’d prefer to walk. (= I choose to walk, not to go by car.) Would rather (’d rather) means “would prefer to” and is followed by the infinitive without to. Would you rather stay in your country to get an education or go abroad? “How about a piece of cake?” 'Td rather have a cup of tea.” I would rather not give him any money. After like and love, V-ing forms are mostly used to talk about enjoyment. I like learning foreign languages. (= I enjoy learning foreign languages in general.) Do you like dancing? (= Do you enjoy dancing?) Section 2 Linking words and expressions Linking words and expressions are like bridges between parts of a text. They help the reader to understand and interpret the ideas of the text. They help you carry over a thought from one sentence to another, from one idea to another, or from one paragraph to another with words or phrases. And finally, linking words join sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. There are several types of linking words, and each category leads the reader to make certain connections or assumptions. Some lead the reader forward and imply the “building” of an idea or thought, while others make the reader compare ideas or draw conclusions from the preceding thoughts. Function Words and expressions To add and, besides, as well as, further, furthermore, too, next, also, what’s more, moreover, in addition To compare and contrast whereas, but, yet, on the other hand, however, nevertheless, on the other hand, on the contrary, by comparison, where, despite, compared to. but, although, in contrast, in spite of To show cause or reason because, for, since, for the same reason, ob\iously, evidently, furthermore, as, due to, besides, indeed, in fact, in addition, in any case, that is To show sequence first, second, third, next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, thus, therefore, next, and then, soon 186 Appendix 5 Grammar reference To give an example for example, for instance, in this case, in another case, on this occasion, in this situation, to demonstrate, to illustrate, as an illustration To summarise or conclude in brief, on the whole, summing up, to conclude, in conclusion, therefore, accordingly, thus, as a result, consequently, on the whole Section 3 Ways of forbidding things There are several ways to say that something is forbidden. We use can’t / mustn’t + V to talk about something that is prohibited. You can't / mustn't drive over 35 mph. (= It’s against the law.) We use not allowed to + V to talk about things we are not permitted/can’t do. Children up to 12 years old are not allowed to travel without adults. (= It’s illegal.) We use to be forbidden to / to be prohibited to to say that something is not allowed according to a rule, law, or custom. Smoking is forbidden in all parts of the building. The use of mobile phones in the library is strictly prohibited. 187 Pictures cards l\ Appendix 6 UNIT 3 Section 1 Ex. 16 b. Student A UNIT 4 Section 2 Student A Ex. 37 7 8 9 10 The London Underground was the first city underground system in the world. It is more than... years old. There are more than 280 tube [CG] stations. The shortest escalator on the system has... steps. The Jubilee Line Extension was the most expensive railway line ever built. It cost $330 milUon per kilometre. All the escalators do the equivalent of... round the world trips every week. The early escalators were made of wood. Tube carriages originally had ... windows. The designer of the tube map was only paid five guineas for his original job. The air in the underground is on average ... hotter than the air on the surface. 188 Арр«лJx 6 Pictur» I cor<^ UNIT3 Section! Ex. 16 b. Student В UNIT 4 Section 2 Student В Ex 37 7 8 9 10 'fhe London Underground was the ... city underground system in the world. It is more than 140 years old. There are more than ... tube [CG] stations. The shortest escalator on the system has 50 steps. 'Ihe Jubilee Line Extension was the most expensive railway line ever built. It cost... million per kilometre. All the escalators do the equivalent of two round the world trips every week. The early escalators were made of.... Tube carriages originally had no windows. The designer of the tube map was only paid ... guineas for his original job. The air in the underground is on average IOC hotter than the air on the surface. 189 Vocabulary abandon [э'ЬаапЬзп] — отказываться от, покидать, оставлять ability [a'btliti] — способность able I'cibol] — способный (к чему-либо) / делать что-либо about [a'baot] — о, около above |э'Ьлу1 — над, сверх abroad |o'bro:d] — заграница: за границей absolutely |'eebsalu:tli| — абсолютно accelerate |эк'$е1эгеп| — ускорять(ся) accept lak'scptj — принимать accident I'xksidsntI — несчастный случай, авария. случайность accidentally |,aEksi'dcntli| — случайно according |3'k3:diri| (to) — согласно accustomed |3'kAst3md| — привыкший, приученный ache |eik| — боль, болеть achieve |э'1П;у| — достигать achievement Is'^Lvmani] — достижение acknowledge |ok'nolic};| — признавать, подтверждать acknowledgement lak'nnlidsmcnt] — признание, подтверждение acquaint [a'kwemt] — знакомить(ся) acquaintance la'kwcintsnsi — знакомый across |э'кп»1 — через, поперек act |aekt| — поступок; действовать, разыгрывать action I'lekjsnl — действие, акция active (‘aektivj — активный activity [ekt| — аспект asphalt I'xsfaeltl — асфальт assess (a'scsl — оценивать assiduous |3'sidju3s] — прилежный, неутомимый assign Is'sain) — назначать assignment |3'sainni3nt| — задание associate |3's3u/leit| — ассоциировать(ся) association |3,s3usi'cij3n| — ассоциация assume [s'sja'ml — предполагать, принимать как данность assumption 1э'8лтр/эп| — предположение, изначальное утверждение astonish |э'stDnlЛ — удивлять, изумлять astronaut |'a:str3n3:t| — астронавт astronomy la'strDnami] — астрономия athlete |‘ie0li;t| — атлет, спортсмен athletic |ae0'lctik] — спортивный atmosphere |‘a;imDsfi3l — атмосфера atomic Is'tDmik] — атомный attach la'latfl — прикреплять, прилагать attack |эЧгек| — нападать, атаковывать attempt |3'tempt| — попытка, пытаться attend (a'tendl — посещать attendant la'tendsnt] — сопровождающий attention (э'1еп/зп| — внимание attitude |'aeiitju:d| — отношение attract [a'trsektl — привлекать, притягивать attractive [a'traektiv) — привлекательный, притягательный aunt (tuntl — тетя Australian [D'streiltsn] — австралиец; австралийский author |'э:0з1 — автор, писатель authorities |D:'0nntiz| — власти automatic |,3:i3'rn;etik| — автоматический 191 Vocabulary autoshow ('o:taujDu| — автомобильная выставка available (a'veilaball — доступный average |'a:v3richl — средний avoid Is'void) — избегать awake |9'weik| (awoke, awoken) — пробуждать; бодрствующий award (3‘wo:d| — награда; награждать, присуждать aware [a'wea) — сознающий, осведомленный be aware of — быть осведомленным о чем-либо awareness [a'wcanisl — осведомленность away la'wei) — прочь, вдали, далеко awful ['э:Гэ1] — ужасный, шокирующий awkward I'arkwadl — неуклюжий, неловкий В back |Ьагк] — спина; поддерживать; назад, обратно background {Ъагкдгаипб) — предшествующий опыт, условия, задний план backwards |b£ekwadz| — назад, в обратном направлении bad |ba;d| — плохой bag [baegl — сумка, портфель baggage |'baegid;| — багаж baggy |Ъгед|| — мешковатый balance |'Ьге1эп$| — равновесие, баланс; балансировать ball |bn:ll — мяч, бал ballpoint |Ъэ:1рэ1п1| — шариковая ручка ban |baen| — запрет, запрещать band |baend| — музыкальная группа bank |b£egk| — банк, берег реки bar 1Ьо;| — брусья basic I'beisikl — основной, важный, фундаментальный basis I'beisisl — основа basketball |Ъа$кпЬз:1| — баскетбол bat |baet| — летучая мышь battery I'bastaril — батарея beach |bi:tf| — пляж beast I best I — зверь, животное beat IbiT) (beat, beaten) — ударять, колотить, отбивать ритм; такт, ритм, удар beautiful |‘bju;ttral] — красивый, прекрасный because (bi'koz) — потому что. так как become (Ь|клт| (became, become) — становиться bed I bed I — кровать before [bi‘fD:J — до. прежде чем beforehand [brfD:ha;nd| — заранее begin (bi'gin) (began, begun) — начинать behave (bi'heiv) — вести себя behaviour [bi'hcivjD] — поведение behind |bi'haind| — за, позади belief I bi'lkf] — вера believe |bi'li;v| — верить bell (bell — колокол, звонок (школьный) belong (bi'lnol — принадлежать below |briau| — ниже, внизу belt (belt) — пояс beneath |bi'ni:0| — под, внизу benefit |ЪстГп) (from) — приносить пользу. извлекать пользу beside Ibi'saidl — рядом between [bi'twirn] — между beware Ibi'wco) — опасаться beyond [bijondl — за пределами bicycle I'baisikall — велосипед big |bigl — большой bike |baik| = bicycle — велосипед (разе.) billion |Ъ||)эп| — биллион (миллион миллионов); миллиард (амер.) biologist (bai'Dladgst) — биолог biology |Ьа|'о1эф1| — биология birth |Ьз:6| — рождение birthday |Ъз:0бе1| — день рождения bit |bit| (а bit of) — кусочек bite I bait) (bit, bitten) — кусать black |Ь1гек| — черный blade |bleid| — лезвие blanket |Ъ1<епкн| — одеяло blazing |Ъ1е121о| — яростный block |blok| — препятствие blood |bUd| — кровь board I bold I — доска; подниматься на борт body |Ъоб|| — тело bold Ibauldj — жирный шрифт bond I bond I — связь; связывать bonus I'baunasI — премия, награда book |bokl — книга; резервировать (номер), покупать (билеты) border |ЪD:dэ| — граница boredom |ЪD:dэm| — скука borrow |Ъпгзо1 — заимствовать both IbDuG] — оба bother |Ъодэ1 — беспокоить, надоедать bottom rbotani) — дно, днище, низ bounce [bauns] — подпрыгивать bow Ibau) — поклон; кланяться box [bnks] — ящик, коробка, бокс boy |Ьэ|| — мальчик boycott I'bDiknt) — бойкот; бойкотировать bracket ('brakitl — скобка brain IbrcmJ — мозг brand [brajnd} — торговая марка, разновидность brand-new [,breend 'nju;| — совершенно новый brave Ibrciv] — храбрый break [breik] (broke, broken) — ломать 192 Vocabulary breakfast |‘brekfost| — завтрак breakup 1Ъгс1к'лр| — разрыв bride |braid| — невеста brief |bri:n — краткий bright |brait| — яркий, способный brilliant IbriljantI — чудесный bring Ibriol (brought, brought) — приносить broad |bro:d| — широкий brother |Ъглдэ) — брат browse |brauz| — просматривать, искать в интернете build [bild| (built, built) — строить building I'bildiol — здание, стрюение bulb |Ьл1Ь| — лампочка bullying I'buliiol — запугивание burn [Ьз:п| (burnt, burnt) — жечь, гореть bus IbAs) — автобус busy I'bizil — занятой, загруженный, оживленный but |bat| — HO, кроме button |Ъл1п| — кнопка; застегивать на пугови1и>1 buy |bai| (bought, bought) — покупать bye (-bye) [baij — пока, до свидания (разе.) call 1кз;1| — зов, звонок; звать, называть, звонить (по телефону) calm |kam| — успокаивать, спокойный camel |‘ка:п1э1| — верблюд camera ('каетэгэ] — фотоаппарат, кинокамера camp (kaempl — лагерь; останавливаться в лагере cancel [‘kacnsall — отменять candle I'kaendl) — свеча cane |kein| — посох, розга canoe |кз'пи:| — каноэ, челнок, байдарка capable (of) ['keipabal) — способный (на) capital ['kaepitll — столица, заглавная буква, капитал captivating ['kaeptiveitiol — очаровательный саг |ко;| — легковая машина carbon |'ко:Ьэп| (dioxide) — углекислый газ card |ka:dl — карточка, открытка cardboard |'ko:db3;d| — картон; картонный саге (ксо) — забота, уход; заботиться career |кэ'пэ| — карьера careful |'кеэГэ1| — внимательный, осторожный carriage ('kacrict^l — карета, железнодорожный вагон carry I’kseril — носить, возить cartoon [ka'iu:n| — мультфильм case (keis) — зд. внешняя оболочка cash [kaejl — наличные деньги casual Гкагзио!) — повседневный, неофициальный (об одежде) catastrophe fka'tn| — дети chill |tfil] — охлаждать, замораживать chin Itfin) — подбородок Chinese |,^ai'ni:z] — китаец; китайский choice [tfais) — выбор choose Itfirzl (chose, chosen) — выбирать Christmas [‘knsmasi — Рождество cinema I'smima] — кино, кинотеатр circle |'s3:kal) — круг; обводить city (‘siti] — большой город civilization l.sivalai'zcijan) — цивилизация 193 Vocabulary class |kla:s| — класс classic I'klscsikl — образцовый, классический classical ['kla^sikall — классический classmate ['kluismeii 1 — одноклассник, одноклассница classroom ['klasrumj — классная комната clean |kli;n) — чистый, опрятный clear |klio| — ясный, прозрачный, чистый clever I'klcval — умный click [klikl — щелчок; щелкать, “кликать" (комп.) climate |'klaimit| — климат climb |klaim| — взбираться вверх clockwise I'klokwaiz) — no часовой стрелке close |klauz| — закрывать close |kbus| — близкий; близко clothes Iklaudzl — одежда cloud IklaudJ — облако club |к1лЬ| — клуб, клюшка clue [klu:| — ключ (к пониманию), улика coal |кэи1| — уголь coast Ikaust) — берег, побережье code [kaiid] — система правил, кодекс, код; кодировать coincide |,kauin‘said| — совпадать coincidence [kau'insidansj — совпадение cold [kauld] — простуда; холодный; холодно collapse [ka'iaepsi — упадок сил. коллапс; разрушаться, упасть в обморок colleague ['knli;g| — коллега collect Ika'lcki) — коллекционировать, собирать college |'кп1к|з| — колледж colour |'кл1а| — цвет, краска; раскрашивать column I'kobml — колонна, колонка combination [,котЬтс|/эп] — сочетание, комбинация combine [кат'Ьаш) — сочетать, комбинировать соте |клт| (came, come) — приходить, приезжать comfortable |'клтЙаЬа1] — удобный, комфортабельный comical I'komikall — смешной, комичный command Ika'mcrndJ — команда; командовать, отдавать приказ comment I'koment) — комментарий; высказывать мнение, комментирювать commentary ['komantari] — комментарий, примечание, пояснение commercial |ка'тз:/э1| — коммерческий committee jka'miiil — комитет common |'knman| — общий, обычный communicate |ka'inju:nikeit| — общаться, сообщать communication [ка,т]и:п|'ке|/эп| — общение, связь, коммуникация community |ka'mju;nitil — сообщество company |'клтрап|] — компания comparative |kam'pa;r.Miv| — сравнительный, сопоставител ьн ый compare Ikam'pica) — сравнивать comparison |kam'pa:risan| — сравнение compete |kam'pi;t| — соревноваться competition |,knmpi'tijanl — соревнование competitive |kam'petitiv| — соревновательный, соперничаюнщй, конкурентоспособный complain |kam'plcm| — жаловаться complaint (kam'plcmtl — жалоба complete |kam'pli:tl — завершать; полный completely |k3m'p)i:tli| — полностью, целиком complex I'kompleksl — комплекс; сложный complexity |kam'plcksiti| — сложность complicated |'knmplikcmd| — запутанный, трудный для понимания, сложный compose |kam'pauz| — сочинять, писать (музыку) composition [.kompa'zijanl — сочинение, состав comprehensive [,kDmpri'hensiv| — всеобъемлющий comprehensive school Ikompri'hcnsiv 'sku:l| — единая средняя школа (брит.) compress |'knmpres| — компресс compress (kom'presi — сжимать, сдавливать compromise I'kompramaiz] — компромисс; идти на компромисс compulsory |кэт'рл1зап| —обязательный computer |kam'pju:ta| — компьютер concentrate ('konsantreitj — сосредотачивать(ся) concert I'knnsatl — концерт conclude |kan'klu;d| — заканчивать, делать вывод conclusion |кэп'к1и:зэп| — заключение, вывод condition (kan'dijanj — условие conditional Ikan'dijanalj — условный conduct (kan'dAktj — управление, поведение; руководить, дирижировать conference I'konfarans] — конференция confide |kan'faid| — доверять, сообщать по секрету confidence I'konfidansl — доверие confident I'knnlidant] — уверенный conflict I'konfliktl — конфликт; конфликтовать confuse [kan'fjuizl — путать, смущать, перепутать connect (kn’ncktl — соединять connection (ko’nekjanl — соединение, связь consequence I'konsikwansl — последствие consider |kan‘sida| — рассматривать, полагать consideration [k3n,sid3'reijan] — рассмотрение consist (kan'sist) (of)— состоять (из) constant I'knnstontl — постоянный construct Ikan'strAkt) — строить, воздвигать construction Iksn'stfAkJonl — сооружение, конструкция. строительство consult Ikan’SAltl — консультировать 194 consume |k3n'sju:m| — потреблять consumption Ikan'sAmpJan) — потребление contain Ikan'tein) — содержать, вмещать content I'kontcntl — содержание, объем context I'kontekstl — контекст continent I'knniinontI — материк, континент continue Ikan'iinju:] — продолжать, продлевать continuous |k.Tn'(inju3s| — непрерывный, продолженный contrary I'knniraril — противоположный contrast I'knntra'stl — противоположность, контраст contrast (kan'trasil — противопоставлять contribute |k9n'tribju:t| — содействовать, вносить вклад control Ikanlraulj — контрюль; контролирювать, управлять conventional (kanVenJanall —традиционный conversation [.konva'scijan] — разговор cool |ku;l| — прохладный, модный, крутой (разе.) сор (кор| — полицейский (жарг.) соре |каир| — справляться сору ['kopil — копия; списывать cork |кэ:к| — пробковое дерево, пробка corner |‘кэ:па| — угол; загнать в угол corporation [.karps'reijan] — корпорация correct Iks'rekt] — исправлять; правильный cosmonaut |'kDzmana;t| — космонавт cost |kDSt| — стоимость; стоить cough Iknt] — кашлять counterclockwise |,kaont3'klnkwaiz| — прютив часовой стрелки country ['клтп] — страна, сельская местность couple |'клрэ1| — пара course |k3;s| — курк: of course — конечно cousin ('клгэп) — двоюродный(ая) брат / сестра cover |'клуэ1 — укрывать, покрывать crazy ['kreizi) — ненормальный, безумный cream (kri:ml — сливки, крем create [kri'citl — создавать, творить creative l,kri'eitiv| — творческий creativity ['kri:ei'tivni| — творчество creature rkrirtfa) — создание, существо crime [kraim] — преступление criticise I'kritisaizl — критиковать crop [kmpl — урожай cross (kms| — крест, крестик; пер>есекать; сердитый crossbar I'krosbo:! — перекладина crucial |‘кги:/э1| — решающий, критический cultural ( кл111эгэ1| — культурный culture |'кл1рГз| — культура curiosity l.kjuari'Dsili) — любопытство curious I'kjusrias] — любопытный Vocabulary curve (k3:v| — кривая (линия), изгиб; изгибаться custom ['клЫзт| — обычай, привычка cute [kja'tl — симпатичный (разг.), обаятельный CV |,si: 'vi:| — резюме, автобиография cylinder I’silmdsl — цилиндр dad |da:d| — папа daily I'deili) — ежедневный; ежедневно dam |dicm| — дамба, плотина damage I'dacmictsl — разрушение, вред; разрушать, повреждать damn lda‘m| — проклятие; проклинать dance [da:ns| — танец; танцевать dangerous I'demd^aras) — опасный dark Idtck] — темный data I'deital — данные, информация data processing — обработка данных date |deit| — дата, свидание (разг.) daughter I'daTsI — дочь day |dci| — день deal |dkl| — иметь дело, торговать(ся) dear |dia| — дорогой, глубокоуважаемый death (dc0| — смерть debate |di'beit| — дебаты; спорить, обсуждать decade |'dekeid| — десятилетие decide |di'said| — решать decision [di'si.vnj — решение decrease |di'kri:s| — уменьшать(ся), снижать(ся) deep |dfcp| — глубокий defend |di'fend| — защищать define |di'fain| — определять definition l.defi'nijan] — определение delicate I'dclikitl — деликатный, нежный demand |di'ma;nd| — требование; требовать demonstrate |'demnnstreit| — показывать, демонстрировать densely I'denslil — густо, плотно depend |di'pend| (on, upon) — зависеть (от) dependent Idi'pendsnt] — зависи.мый depth |dep6| — глубина describe |di'skraib| — описывать description jdi'skripjanl — описание desert |'dezat| — пустыня desert |di'z3:t| — покидать, оставлять deserve |di‘z3:v| — заслуживать design |di'zain| — дизайн; проектировать desk |de$k| — письменный стол despair |di'spe3| — отчаяние; отчаиваться despite [di'spait) — несмотря на destination |,desti'neijDn| — место назначения destroy (di'strDi) —разрушать detail |'di;teil| — подробность, деталь detailed |'di:teild| — подробный, детальный determine (di'tstmin) — определять, р>ешаться 195 Vocabulory devastate |'dev3stcit| — опустошать, разорять develop |di'vcbp| — развивать, разрабатывать developed |di'vcbpt| — развитый developing (di'velapiol — развивающийся development |di'vebpm3n(| — развитие device Idi'vaisl — приспособление, устройство devoted [di'vautidl — преданный, посвященный dialogue ['daialogl — диалог diary I'daiaril — дневник dictionary I'dik/snsrij — словарь diet f'dai3t| — диета; сидеть на диете difference I'dibrans) — разница, различие different I'difarant] — различный, разный difficult I'ditikalil — трудный difficulty I'difikalti] — трудность, затруднение dig |dig| — копать dignity I'digniti) — достоинство dinner I'dmol — обед direct |di‘rekt| — руководить, направлять; прямой directly (di'rckili) — прямо, непосредственно dirty rd3:ti| — грязный disadvantage |,dis3d'va:ntid;| — недостаток disagree |,disa'gri:| — не соглашаться, ссориться disagreement [,disa'gri:m3n(| — несогласие disappear |,disa'pi3| — исчезать disappoint {,disa'p3int| — разочаровывать(ся) disappointment |,disa'pDintmont| — разочарование disaster Idi'zastal — бедствие, несчастье discipline ['disiplin| — дисциплина, учебный предмет discomfort |dis'k,\rnfat] — неудобство, дискомфорт discourage |dis'lc\nct^| — обескураживать, отбивать охоту discover [dis'kAvaj — открывать, делать открытие discovery |dis‘kAvariJ — открытие discrimination |di,sknmi'neij3n| — дискриминация discuss (di'skASj — обсуждать discussion [di'skAfanJ — обсуждение, дискуссия disease [drzi;z| — болезнь dish |di/l — блюдо dishwasher I'di/.wpfal — посудомоечная машина dislike [dis'laik] — нелюбовь; не любить display Idi'splcil — дисплей; выставлять, показывать disposable |di'spauzabal| — одноразовый disprove (dis'pnxv) — опровергать distance |'distans| — расстояние, дистанция distant I'distantl — дальний, отдаленный, далекий distract |di'straeki| — отвлекать disturb [di'st3;b| — беспокоить, мешать dive |daiv| — нырять divide |di‘vaid| — делить(ся), разделять(ся) divorce |di'v3:s| — развод; разводиться DJ (,di: ’(feeil — ди-джей DNA l.di: en‘ei| — ДНК do ldu;l (did, done) — делать doctor I'dnktsI — врач, доктор dog (dogl — собака domain Ida'mem) — территория, домен door |d3;| — дверь double I'dAbsl] — двойник; удваивать; двойной down |daon| — вниз, внизу downfall |'баипГз:1| — падение, осадки downhill |,daun'hil| — наклонный; вниз dozen I'dAzan] — дюжина draft |drafi| — черновик, эскиз; набрасывать черновик dramatic |dr3'mtetik| — драматичный, большой, значительный (об изменениях) draw Idra;] (drew, drawn) — рисовать, привлекать (внимание) drawback [Угз:Ыек| — недостаток drawer |бгэ:] — выдвижной ящик (стола), чертежник drawing I'dratiol — рисунок, рисование, черчение dream [dri;m| — сон, мечта; видеть сны, мечтать dress (dres) — платье; одевать(ся), наряжать(ся) drink (drigk) (drank, drunk) — напиток, пить drive |draiv| (drove, driven) — вести машину drought [draut] — засуха drug IdfAg] — лекарство drum (drAml — барабан; барабанить dry [drai] — сушить; сухой; сухо dub |dAb| — дублировать (фильм) due |dju:| — должный, ожидаемый, обусловленный during ['djusriril — на протяжении, во время Dutch [dAtf] — голландец; голландский duty ('dju:ti| — обязанность dwarf (dw3:f) — гном, карлик dweller ('dwelo] — житель, обитатель each [i:in — каждый ear ||э) — ухо early ['arlij — ранний; рано Earth (з.-б) (the) — Земля (планета) ease (irz] — покой; облегчать easy ('i:zil — легкий; легко eat |i;tl (ate, eaten) — есть, кушать economic |,ek3'rmmik| — эконо.мичный ecosystem ('tk3u,sistim] — экосистема edit ['edit I — редактировать education j.edju’keijan] — образование effect [I'fektj — эффект, результат, влияние 196 Vocobulary effective [I'fektiv] — эффективный efficient |iTiJont| — действенный, эффективный effort I'efotl — усилие, попытка egg 1еч1 — яйцо Egyptian |Гф|р/эп| — египтянин: египетский either I'aida) — любой (из двух), каждый, также elder I'eldal — старший (в семье) elderly I'eldalil — пожилой elective ii'lcktiv) — выборный , избирательный electric |i'lcktrik| — элекз рический electricity |i,lck'tnsiti| — электричество clement |'climant| — элемент elephant |'clifant| —слон elevation l.eli'veijanl — высота, повышение else |cls| — еще e-mail |'i: meil| — электронная почта embankment ||тЪгеоктлт] — набережная embarrass ||тЪгегэ5| — смущать, стеснять ember |'етЬэ| — горячая зола, тлеющие угольки emerge ||'тз:ф| — появляться, возникать emergency |rm3:c^3nsi| — крайняя необходимость, непредвиденный случай,авария emission li'mijan] — выделение, излучение emotion li'maufan] — чувство, эмоция emphasis I'ernfasis) — выразительность emphasise I'emfosaizl — придавать особое значение, подчеркивать employ lim'plai) — давать работу, применять empty I'cmpti) — опустощать; пустой enable ji'neiball — давать возможность encourage [т'клгкЬ| — поощрять, поддерживать, подстрекать end [end] — конец, окончание; заканчивать energy |'епэ(^1) — энергия engine ['епфт| — машина, двигатель, мотор, локомотив enhance [m'hunsl — увеличивать, усиливать enjoy (in'c^aij — получать удовольствие enjoyable |т‘сЬэ1эЬэ1| — приятный enough [|'плГ| — довольно, достаточно enrich ||п'г1[П — обогащать enter ['entoj — поступать, входить entertain [.ents'teinj — развлекать entertainment (.enta'temmant] — развлечение enthusiasm Im'GJuiziaezarnj — энтузиазм entitle jin'taitlj — называть, озаглавливать entrust jin'trAstj — вверять, поручать environment jmVairDnmant] — окружающая среда equipment [I'kwipmantj — оборудование equivalent li'kwivDlanij — эквивалент; эквивалентный era |'|эгэ] — эра error |'егэ| — ошибка especially [I'spe/sli] — особенно, специально essay [‘eseij — эссе, сочинение, очерк essential ji'sen/slj — важный, необходимый establish |1'$1а:Ы|Л — устанавливать Estonian je'slaunianj — эстонец: эстонский etc jet 'setsraj — и так далее ethics Ге6|к | — этика even |‘Ьэп| — даже; рювный, четный (о числе) evening |'i:vnir)| — вечер event ji'vent] — событие, вид (спорта) eventually jiVcnifualil — в конечном счете, в итоге, со вр»еменем ever I'evaj — когда-либо every I'evrij — каждый, всякий everybody ('evribodij — все, каждый (человек) everyday ['evrideij — повседневный, ежедневный everyone ('evriwAnj — каждый (человек), все до одного everything ['cvriGioj — всё everywhere ['evriweaj — везде evidence ['evidansj — свидетельство, улика evoke (I'vaukl — вызывать (воспоминание, восхищение) evolution [,i:v3'lu:jbn| — развитие, эволюция evolve Ii'vdIvI — развивать(ся), эволюционировать ex jeks] — бывший, прежний: (приставка) из, вне exactly jig'zxktlil — точно exam jig'zsmj —экзамен examine [ig'zaemmj — рассматривать, исследовать, экзаменовать example lig'zampslj — пример excellent j'eksabntj — отличный, превосходный exchange jikslfeincb] — обмен; обменивать(ся) excitement jik'saitmsntl — волнение exclude |ik'sklu:d| — исключать excuse (ik'$kju2| — причина, предлог; извинять, прющать exercise j'eksasaizj — упражнение; упражнять, тренирювать exhibition l.eksibijan] — выставка exist jig'zist] — существовать exit I'egzitl — выход; выходить exotic [ig'zmikj — экзотический expect [ik'spektl — ожидать, предполагать expectation j.ekspek'teijan] — ожидание expedition l.ekspi'di/sn] — экспедиция expensive jik'spensivj — дорогой (о цене) experience [ik'spisrisns] — опыт, испытание explain |ik'$plein| — объяснять explanation [.ekspla'nei/anj —объяснение explore jik'splD:] — исследовать, изучагь explosive jik'splsusivj — взрывчатый, взрывной express jik'spresj — выражать (мысли); экспресс expression jik'sprejon] — выражение exquisite jik'skwizit] — изысканный, утонченный extend [ik'stend] — удлинять, расширять 197 Vocobuiory extensive |ik'stcnsiv) — обширный extent lik'stent) — протяжение, размер, степень, мера extinction [ik'stir)kjan| — вымирание extract lik'siracki) — отрывок; извлекать extracurricular l.ckstraka'nkjula] — внеклассный extraordinary lik'stnidanaril — необычайный, экстраординарный extreme |ik'stn;m| — крайний, экстремальный extremely |ik'.stri:mli| — крайне, чрезвычайно eye |ai| — глаз face |feis| — лицо; стоять лицом к. встречать лицом к лицу fact Ifaektl — факт, обстоятельство fade |feid| — тускнеть, постепенно исчезать fail |fcil| — проваливать(ся), терпеть неудачу fair |Геэ| — справедливый, честный fairly I'feali] — справедливо, довольно хорошо fairy I'fari) — фея; волшебный fake |feik| — подделывать; поддельный fall |fel| (fell, fallen) — падать false |f3;ls| — неверный, фальшивый familiar [fa'milial — знакомый family |*fa2mDli] — семья famous I'feimas) — знаменитый fan |faen| — болельщик, фанат(ка) (разг.) fantastic |faen'ia:stikl — фантастический, превосходный far |Га'| — далекий; далеко farmer [То:тэ| — фермер fascinate ('fa;sincit| — очаровывать fashion I'fejan) — мода, фасон fashionable [Тсе/эпэЬэ1| — модный fast [fttstl — быстрый; быстрю father [Ти:дэ| — отец, папа favour |'feiv3| — благосклонность, предпочтение; оказывать предпочтение favourite (Teivantl — любимый fear |fi3l — страх; бояться fearful |'ГюГэ1| — ужасный, страшный feed (fi;d| (fed, fed) — кормить feel [fi:l] (felt, felt) — чувствовать feeling (‘fi:liDl — чувство, ощущение female [Tcmeill — женщина; женский few |fju;| — несколько, немного, мало fibre optic (.faiba 'optik) — оптико-волоконный fiction ('fikjbn] — художественная литература field |fi:ld] — поле, сфера деятельности fight I fait J (fought, fought) — бороться, сражаться, драться fill I fill — заполнять (пропуск), наполнять film (film) — пленка, фильм; снимать фильм final I'fainl) — финал; последний, заключительный find Ifaindl (found, found) — находить fine |fain| — штраф; хороший finish ГПшЛ — финиш; заканчивать fire |fai3| — огонь, пожар first |f3:st| — первый, сначала first-hand |,f3;st 'ha;nd| — полученный из первых рук fit |fit| — подходить (по размеру) be fit — быть в хорошей форме flake Ifleik) — хлопья, чешуйка; падать хлопьями flat |11ге1| — квартира; плоский flesh |Лс/1 — тело, мякоть flexibility |,flcksibiliti| — гибкость flight [flait] — полет, рейс (самолета) float |floiit| — плыть, скользить по воде floor |Пэ:| — пол, этаж flora |‘Пэ;го| — флора, растительность flourish ['ПапЛ — пышно расти, процветать flow |Лэи| — поток; струиться, течь fly |Ла1| (flew, flown) — лететь, улететь focus I'faukas) — фокус; концентрировать внимание fold |fauld| — складка; складывать folk |f3uk| — народный follow |Тп1эи| — следовать fond |fond| — нежный, любящий food |fu;d| — еда, пища fool Ifull — глупец, дурак; обманывать foot [full — ступня for I fa) — для, в течение какого-то времени forbid Ifa'bidl (forbade, forbidden) — запрещать foreground |'f3;graund| — передний план forehead ('fond] — лоб foreign I'fonnl — иностранный, чужой foreigner I'fonnal — иностранец forest I'fnnstl — лес; лесной forget |fa'get| (forgot, forgotten) — забывать form |f3:m| — класс, форма; формировать formal [Тэ:тэ1| — официальный, формальный formation IfDr'meiJan) — образование fortunate |'Гэд(эпэ1| — счастливый, удачный forum |Тэ:гэт| — форум forward I'fDiwadl — пересылать: вперед, дальше found (faundl — основывать foundation I faun'deijan 1 — фонд, основание founder I'faunds] — основатель fragile I'ficedvull — хрупкий, ло.мкий free (fri;| — освобождать; свободный, бесплатный freeze [fri:z| (froze, frozen) — за.мерзать, мерзнуть. застывать French (frentn — француз; французский friend |frend| — друг, подруга friendship |‘frendjip| — дружба 198 Vocabulary frighten I'frailnl — пугать(ся) frog |fmc|| — лягушка from |Ггэт| — от, из front |Гглт| — передний in front of — перед frustration |Ггл‘$1гс|/эп| — разочарование fulfillment Iful'filrnantl — выполнение, исполнение full (full — полный fully I'fulil — полностью fun (Глп) — удовольствие, веселье function I'fAoKfonl — функция, назначение; действовать funny I'fAnil — смешной, забавный, странный further |'Гз;дз1 — дальше; дальнейший future |'fju:t/al — будущее; будущий gain Igcinl — приобретать game |geim| — игра gap |ga:p| — пропуск, провал, яма garden |'gu;dn| — сад gas |gaes| — газ, горючее (амер.) gate |geit| — ворота, калитка, выход {в аэропор-ту) gene |'ф1;п| — ген general |'фепэгл1| — общий generally I'tfeenaralil — обычно, в общем generation l.cfeena'reifanl — поколение generator |'фепэгеиэ| — генератор genius Id^irniosl — гений geochemist l.c^iau'kemist] — геохимик geology |ct;i'nbct;i| — геология geometry |ф|'птнп| — геометрия German |'1{5з:тэп| — немец; немецкий gesture Гфс81/э| — жест get IgetJ — получать, понимать giant |'фа1зп1| — великан, гигант; гигантский gift |qift| — подарок, дар, способность, талант girl 1дз:1| — девочка, девушка give |giv| (gave, given) — давать glacial I'glei/all — ледниковый glad IglaedI — радостный glance Iglans) — быстрый взгляд; мельком взглянуть glide (glaidl — скользить glitter I'glita) — блеск, сверкание; блестеть, сверкать global I'glouball — всемирный, глобальный glossary I'glnsaril — глоссарий glue Iglu:) — клей; клеить go |дзи| (went, gone) — идти, ехать goal |gaul| — цель, ворота (футбоп). гол God Igodl — Бог good (gud) — хороший, подходящий gorgeous I'gottfeasl — великолепный gospel I'gospall — госпел (стиль афро-имерикан-ской музыки) gossip I'gnsipl — сплетня, болтовня; сплетничать, болтать govern I'gAvan) — управлять, править governor I'gAvanol — правитель, губернатор grace Igreisl — грация, изящество, любезность grade Igreid) — отметка, класс gradually |'дг£,фиэИ) — постепенно gram Igncm) — грамм grammar |'дпетэ| — грамматика grand Igraendl — большой, грандиозный grandfather |'gr| — огромный human |'hju:man) — человеческий humanity |hju:'m?eniti| — человечество, человечность, гуманность humankind l.hjuiman'kaind) — человечество humiliate |hju:'rnilieit) — унижать, оскорблять humorous I'hjumaras) — юмористический humour I'hjuima) — юмор hundred I'hAndrid) — сотня, сто Hungarian IhAo’gearian) — венгр; венгерский hungry I'hAogri) — голодный hunt I h.\nt I — охота; охотиться hunter-gatherers I'hAnta ‘gas6araz| — охотники-собиратели hurry ['Ьлп| — поспешность; спешить hurt |Нзл| (hurt, hurt) — причинить боль, повредить husband I'tiAZband) — муж hymn |him| — церковный гимн hypothetical |,haipa'6etikal| — гипотетический I ice )ais| — лед idea |ai'dia| — идея ideal |,at'dial| — идеальный identical [ai'dcmikal] — идентичный identify |ai'dentifai| — опознавать, распознавать identity |ai'dentiti| — идентичность if (if) — если ignore (ig'na:) — игнорировать, пренебрегать ill III) — больной ill-mannered ),il 'manad) — грубый, невоспитанный illness I'llnis) — болезнь 200 Vocabulary illuminate |riu:mineit| — освещать illustrate |'il3strcit| — иллюстрировать, пояснять image |'|т|ф| — образ, изображение, имидж, внешний вид imaginary ||'тге(|;1пэп| — воображаемый imagine |i‘miv| — включающий, содержащий increase |in'kri:s| — возрастать, увеличиваться incredible lin'kredibsl] — невероятный incur ||п'кз:| — вытекать, следовать из indeed |m'di:d| — в самом деле, действительно independence l.indi'pendans] — независимость independent l.indi'pendantj — независимый indicate |'indikeit| — показывать, указывать indignant lin'dignantj — негодующий, возмущенный individuality |,mdivic^u'a;liti] — индивидуальность, личность Indonesian l.inds'nir^snl — индонезиец; индонезийский inevitable [I'ncvitsball — неизбежный, неминуемый, неотвратимый inferior ||п'Г|эпэ| — низший (по положению) infinitive linTinitiv] — инфинитив (неопределенная форма глагола) inflatable [inTIcitaball — надувной influence ['influons] — влияние; влиять inform (тТэ;т| — информировать, сообщать informal ||п'Гэ:тэ1| — неформальный information l.infs'meijan] — информация inhabit |т'ЬгеЬЦ| — жить, населять, обитать inhabitant |1п'ЬгеЬПэт| — житель, обитатель injure Гтф>з| — ранить, травмировать injury |‘|пфзп| — травма ink |1ок| — чернила in-laws I’m b;z| — родственники со стороны жены,мужа insert ||п'$зд| — вставлять, вкладывать inside |m'said| — внутри, вгшну грь insignificant l.msig'ninkantl — незначительный insist lin'sisti (on) — настаивать (на чем-либо) instead |in'$tcd| (of) — вместо instruct lin'strAkt) — инструктировать instruction |in‘sirAkJon| — инструкция, указание instrument I'lnstrumant] — инструмент, орудие, средство insult |in'sAl(| — оскорблять, обижать integrity |in'tegmi| — целостность, честность intellectual |,intrickt/u3l| — интеллектуал; интеллектуальный, мыслительный intelligence [in'iclict;3ns| — разум, интеллект intelligent ||п'1с1|флп1| — умный, разумный intend |m‘tcnd| — намереваться intense |in'tens| — интенсивный intensity' |m'tensiti| — интенсивность interact |,intcr'a:kt| — взаимодействовать, общаться interaction [.mter'ajkjanl — взаимодействие interest I’lntrist) — интерес interfere |,т1э'Г|э| — вмешиваться international |,1П1э'пш/эпэ1| — международный internet |'inOnet| — интернет interrupt [,mta'rApt| — перебивать interview ['intpvju:| — интервью, собеседование; брать интервью into I'inta) — в (куда?), внутрь intonation (.inta'ncijsnl — интонация intriguing (in'triigiol — интригующий introduction l.mtra'dAkJsnl — введение, знакомство invent |шЧет| — изобретать invention lin'venJon| — изобретение inventive |inVentiv| — изобретательный investigate ImVesiigcit) — исследовать, расследовать investigation [in,vesti'gciJon| — исследование, расследование invite |inVait| — приглашать involve |in'vDlv| — вовлекать irritate |'iriteit| — раздражать island I'ailandl — остров it [it] (заменяет неодуш. существ.) —это, оно, ему, ей Italian liiaelianl — итальянец; итальянский item ('aitamj — пункт, пред.мет ivory I'aivariJ — слоновая кость; цвета слоновой кости 201 Vocabulary J jacket I'cj^kitl — пиджак Japanese |,c);едложение; предлагать office I'ofisl — офис, контора officer I'ofisal — должностное лицо, офицер official |зТ|/з1| — официальный often ('nfonl — часто oil |3il| — растительное масло, нефть OKAY = OK [,ои 'kei| — все в порядке, ладно old |3uld| — старый olive |‘d1iv| — маслина, олива, оливковый цвет Olympics = Olympic Games |3'limpik geims] — олимпийские игры 204 Vocabulary once |wAns| — однажды, один раз one-third |,WAn ‘0з:с1| — третья часть, треть only ('эипИ| — только; единственный open |‘э1фоп| — открывать; открытый opera |,орзга| — опера operate |'oparcit| — действовать, работать operator |'орэгепа| — оператор opinion |a'pmjan| — мнение opponent |эрэипэш| — оппонент opportunity |,Dpa'iju:niti| — возможность optical I'DpiikalJ — оптический optician |ор'(|/эп| — оптик option ('opjanl — выбор orchestra |'3:kistra| — оркестр order |‘э;бэ| — порядок, приказ; приказывать ordinary I'xdanari) — обычный, привычный organisation |,.тдэпа|'2е|/эл| — организация organise I'xganaizj — организовывать original (a'rtchinsll — первоначальный, подлинный, оригинальный originality |э,пс|зГпге1н1| — подлинность, оригинальность other |'лбэ| — другой, иной otherwise |4d3waizl — иначе our (аиэ) — наш out |aut| — вне, за пределами, из outdoor l.aut'da:) — находящийся или прюисхо-дящий вне дома outer I'autaj — внешний, наружный outline I'autlain] — очертание, конт^’р, абрис out-of-date |,aut av 'dcitl — старомодный out-of-town l.aut av 'taun| — находящийся за городом, в отъезде outside [aut'said] — за пределами, вне; наружу outstanding |ain'sta:ndio| — выдающийся oven I'AvanI — печь, духовка over ('auval — над, через overcome (,auva'kAm| (overcame, overcome) — преодолеть overdue |,Duva'dju;| — просроченный overlook l.auva'luk) — обозревать, не заметить overnight |,auva'nait| — происходивший накануне вечером; внезапный overseas (,auva'si:z| — заморский; за границей overtime I'auvataiml — сверхурочное вр>емя, дополнительное время own [aun| — собственный; владеть чем-либо oxygen I'oksidion] — кислород pack IpaskJ — пакет, связка; упаковывать(ся) page Ipcichl — страница painting I'pcmtiol — картина, живопись pair (peal — пара pale (peil) — бледный Panama |,paena'ma:| — Панама pancake I'paenkeik) — блин panic I'psnikI — паника; панический paper I'pelpa] — бумага, документ, газета paragraph I'paeragrccf] — абзац parent I'pearantl — родитель park (po;k| — парк, заповедник; ставить на стоянку parking I'ptrkiol — парковка part (pa:t| — часть, роль; отделять(ся) participant (pcL'tisipantj — участник; участвующий participate |po;'tisipcit| — принимать участие participle |'pu;usipal| — причастие (гром.) particular (pa'tikjula) — индивидуальный particularly Ipa'tikjubli) — в частности, особенно partner I'pKctna] — участник, компаньон, партнер party I'poiiil — партия, отряд, вечеринка pass Iptcs] — проход, переход; проходить, проезжать passage ('paesictsl — отрывок, проход passenger |'psesincha| — пассажир passerby |,pu:sa'bai| — прохожий passport |'ро:зрэ:(| — паспорт past |po;st| — прошлое; прошлый, прошедший pasta |'p;est3| — макаронные изделия pastime ['po;staim| — развлечение patchwork |'paetfw3:k| — сшитый из лоскутов path |pu:0| — тропинка, дорожка, путь patiently ('pei/anilil — терпеливо pattern ['paetsnl — модель; образцовый pay (pelI (paid, paid) — платить, оплачивать PC |,pi: ‘si:] — персональный компьютер PE ],pi: 'i:j — физкультура peace ]pis] — мир peaceful ]'pi:sfolJ — мирный peak ]pi:k] — пик peer ]pi3] — равный; быть равным; вглядываться pen ]рсп] — ручка, перо peninsula (pi'ninsjub] — полуостров people ]'pi:p3l] — народ, люди; населять perfect ]'p3:fikt] — совершенный, безупречный perform ]рэ'Гэ:т] — исполнять, выполнять performance (pa'fDtmans) — представление perhaps jpa'haps] — может быть, возможно period I'pisrisd] — период, эпоха permission (pa'mi/an] — разрешение permit (рэ'гпп] — позволять, разрешать persistent (pa'sistant] — упорный, настойчивый person ]'рзъэп| — лицо, личность, человек in person — лично personal ]'рзхэпз1] — личный, персональный personality ],p3S3‘nl — пигмеи pillow I'pibol — подушка pipe Ipaipl — труба, трубка, дудка pirate I'paiointl — пират place Ipleisl — место, положение; помещать plain |plcm| — равнина; простой, ровный plan Iplaenj — план, проект; планировать plane Ipleinl — самолет planet ['pitenit I — планета plant |pla:nt| — растение, завод; сажать (растения) plaque |plu:k| — пластинка с названием platform I'plaetfoiml — платфюрма, трибуна play |plci| — игра, спектакль, пьеса; играть player |'р1е>э| — игрюк, плеер playground I'pleigraund) — спортивная площадка plea |pli:| — оправдание, мольба pleasant |'plez.3nt| — приятный please IpILz] — доставлять удовольствие pleasure |'р1езэ) — удовольствие plenty I'plentil — множество, изобилие, достаток plough |р1аи| (into) — врезаться poetry ['рэш1п| — поэзия point (point I — точка, очко; указывать poison I'poizanJ — яд, отрава; отравлять police [po'li:s| — полиция; полицейский policeman Ipo'liismanj — полицейский polite [pa'lait] — вежливый politics I'pDlitiksI — политика polo ('paulauj — поло popular I'pDpjulol — популярный, народный populate I'pnpjuleit] — населять, заселять population l.pnpju'leijanl — население, попутгяция porch (рл:ф| — подъезд, крыльцо pose Ipouz.l — поза; позировать position (pa'zijan) — положение; ставить, определять местоположение positive I'pDZilivI — положительный, утвердительный possibility' l.pozi'biliti) — возможность possible |'pr»ibal| — воз.можный post (poust I — почта; отправлять по почте postcard I'paostkadj — открытка poster I'paustal — афиша, постер pot (potI — горшок, котелок potential Ipa'tenjalj — возможность, потенциал pound Ipaund) — фунт; колотить pour |рэ:| — лить(ся), вливать(ся) powder I'paudal — порошок, rioptix, пудра power |'раиэ| — сила, энергия, власть practical |'pncktikal| — практический, практичный practically [‘pncktiklij — практически practice ['pncktis) — практика practise |'pra;ktis| — применять, упражнять(ся) prayer [ргеэ| — молитва precise (pri'sais| — точный predetermined l,pri:di'l3:mind| — предопределенный predict (pn'dikt) — прюдсказывать predictable [pn'diktabal] — предсказуемый prediction (pn'dikjanl — предсказание prefer Ipri'f'j;) — предпочитать preference ('preforans) — предпочтение prehistoric l,pri:hi'stDrik| — доисторический preparation [,ргерэ'ге|/эп| — приготовление, подготовка prepare [pn'peaj — приготовлять(ся) preposition l.prcpa'/ijan) — предлог prescribe |pn'skraib| — предписывать present I'prezant) — подарок; присутствующий, настоящий present Ipn'zcnt] — присутствовать, презентовать. представлять presentation [,prczan'teijan| — представление, презентация presenter (pri'zcma] — выступающий pressure I'prc/a) — давление pretend |pn'tcnd( — притворяться, претендовать prevent (pn'ventl — предотвращать, предохранять previous I'prirviasl — предыдущий primary (‘praimari] — первоначальный, начальная (школа) primitive ('pnmiuv) — первобытный, примитив- prince Ipnns] — принц principle I'prinsipal) — принцип privacy Cpnvasi] — уединение, уединенность private Cpraivit) — частный, личный, тайный prize Ipraiz] — награда, приз, премия probability (.proba'bilitil — верюятноегь probable I'probabal] — вероятный probably I'pmbablil — вероятно problem 1‘prnblarn] — прюблема, задача 206 Vocabulary process I'prauscs] — процесс processing I'prousesir)! — обработка produce |pra'dju:s| — производить professional [proTcJanall — профессионал professor IproTcsa) — профессор profile I'praufail) — профиль; основная информация о чем-то, о ком-то programme |'praugracm| — программа: программировать programmer |‘ргэидга‘тэ| — программист progress I'praugrcsl — движение вперед, прогресс progress [pra'grcs] — продвигаться prohibit Ipra'hibnl — запр>ещать project I'proct^cktl — проект, план project Ipra'djektl — проектировать promote [pra'maot] — способствовать, поддерживать prompt [promptI — подсказка; побуждать pronoun I'prDunaunj — местоимение pronunciation |ргэ,плпз|'с|/эп| — произношение proof |pru;f] — доказательство proper j'pmpaj — правильный, подхо1(ящий properly I'propalij — должным образом, правильно property I'propati) — имущество, собственность proposal jpro'pauzalj — предложение protect jpro'tekil — зап(ищать protest 1‘proutestl — протест protest jpra'tcsl] — протестовать, торжественно заявлять prototype I'prouiDtaipj — прототип proud [praodj (of) — гордый prove (prurv I — доказывать proverb |‘prDV3:b] — пословица provide [prs'vaidl (with) — обеспечивать provoke [ргэ'уэик] — побуждать, провоцировать psychological (rSatks'lDdsikal] — поосологический psychologist [sai'koladsist] — психолог pub 1рлЬ| — паб public ['рлЬ1|к| — публика: публичный, общественный publicity |рлЪ1|кц|| — публичность, реклама publish j'pAbliJl — публиковать, издавать punch |рлтЛ — пунш; прокалывать, бить кулаком punctual |'рлок1/иэ1| — пунктуальный punish 1'рлтЛ — наказывать purchase l'p3:tfis] — покупка; приобретать purpose |'рз:рэ5| — цель push jpuf] — толкать, нажимать put jputj (put, put) — класть, ставить puzzle |'рл2э11 — головоломка; приводить в недоумение pygmy I'pigmi) — пигмей; карликовый pyramid I'pirsmid] — пирамида Q qualification |,kwnlirikci/on| — квалификация, качество qualify rkwnlifaij — определять quality I'kwnliti] — качество quarrel ['kworalj — ссора; ссориться quarter I'kwortoj — четверть, квартал question ['kuestjonj — вопрос: спрашивать queue |kju;| — очередь; стоять в очереди quick jkwikj — быстрый quiet I'kwaiatl — спокойный, тихий quit I'kwiij — покидать, оставлять, бросать quite j'kwaitj — вполне, совершенно, совсем quiz jkwizj — викторина quotation jkwau'tcijanj — цитата quote [kwairtl — цитировать radical j'raedikslj — радикал; корневой radio I'rcidiauj — радио rail jreilj — перила, ограда, рельс railway ('rcilweij — железная дорога rain I rein I — дождь; проливаться дождем rainy |reini| — дождливый raise |reiz| — поднимать, воспитывать range [гстф) — ряд, диапазон; выстраивать(ся) вряд rank [ггецк] — ряд, шеренга, ранг; выстраивать rapidly j'ratpidlij — быстрю rare |геэ| — редкий rarely I'realil — редко rate [reitj — темп, расценка; оценивать rather j'nrdoj — скор>ее, предпочтительно, довольно rattle j'rsetl] — грохот; греметь reach Irctf] — доставать, достигать react |п‘гек1) — реагировать reaction [п'а:к/эп| — реакция read |ri;d| (read, read) — читать reader ['rirdol — читатель, хрестоматия ready j'redil — готовый, приготовленный real |пз1| — действительный, реальный realise (nalaiz) — представлять себе, осуществлять, реализовать reality [ri'aelitij — реальность really I'nalil — действительно, в самом деле reason ['ri:zan| — разум, рассудок, причина, повод reasonable [‘rirzanabalj — разумный, приемлемый receive |n'si>) — полр'чать, принимать recent I'ltsani) — недавний recently j'riisontli] — недавно recognise [rckagnaizj — узнавать 207 Vocabulary recognition l.rekaq'nijon) — узнавание, признание recommend l.reka'mcnd) — рекомендовать recommendation [.rckamen'deijsnl — рекомендация reconstruct |,ri;k3n'sirAkt| — реконструировать, восстанавливать record I'rekxd] — рекорд, запись record |n'k3;d| — записывать reduce |n'dju:s| — понижать, ослаблять, уменьшать refer |пТз:| — относить, отправлять к, наводить справки reference |'гсГэгэпз| — справка, ссылка reflect |n‘flekt| — отражать, размышлять refrigerator [гГГпсЬэге11э| — холодильник refuse |n'fju:z| — отказывать(ся) regret |n'gret| — сожалеть regularly |'rcQjul3li| — ре1улярно regulate ['rcqjuleit| — {регулировать, упорядочивать reject Iri'cfcekt] — отвергать relation |n'lei/an] — отношение, связь relationship |гГ1с|/эп/1р| — отношение relative |'rcl3tiv| — родственник; относительный relax [n'UcksI — ослаблять(ся), уменьшать напряжение release |n'li:s) — освобождать, выпускать, отпускать relevant I'relivantl — уместный, относящийся к делу reliable [п'1а1эЬэ1| — надежный religion |п'1|с^эп| — религия rely [ri'lail — полагаться на remain |ri'mcin| — оставаться remember [n'memba] — помнить remind (rrmaindj — напоминать remote |гГп1эиТ| — отдаленный, дальний, уединенный remove (п'тал ) — удалять, передвигать Renaissance |n'neisans] — эпоха Возрождения, Ренессанс repair [п'рсэ] — ремонтировать, чинить repeat |n'p>:t] — повторять replace | ri'pleisj — вернуть на место, заменять, замещать report 1 п'рэд) — доклад; сообщать, докладывать represent (,repri'zcnt| — представлять representative [,rcpn'zentativ| — представитель republic [п'рлЬЬк] — республика request [n'kwest) — просьба; просить require |ri'kwai3| — требовать, нуждаться в чем-либо requirement In'kwaiamantl — тр>ебование research [n's3;tn — исследование; исследовать researcher |n's3:tfa] — исследователь reserve |n'z3:v| — запас, резерв; запасать, заказать заранее reservoir I’rezovwa | — резервуар residence |‘rezidans| — резиденция resolution |,rcz3'lu:/3n| — решение, решимость, резолюция respect |n'spckt| — уважение; уважать respond Iri'spondl — отвечать, реагировать response [n'spDns| — ответ, отклик, реакция responsibility |n,spDnsi'biliti| — ответственность, обязанность responsible In'sponsibal] — ответственный rest [rest] — покой, отдых, остаток; отдыхать restaurant I'resiamnt] — ресторан result jri'zAltj — результат retain [n'toinj — удерживать, по;шерживать, сохранять return [п'1з:п| — возвращать(ся); возвращение revise [n'vaizj — исправлять, проверять, готовиться к экзаменам revision jn'vi^anj — исправление, подгоювка к экзаменам rewrite [,ri:'rdit| — переписывать rhinoceros jrai'nosarasj — носорог rhythm j'ndamj — ритм rhythmic {‘ridmik] — ритмичный rich I riifl — богатый rid jnd] (rid, ridded) — избавлять get rid of — избавляться от чего-либо ride jraidj (rode, ridden) — ехать (верхом, в автобусе и пр.) ridiculous jn'dikiulas] — смехотворный, нелепый right jraitj — право, правая сторона; правый, правильный ring [по! (rang, rung) — звонить; кольцо rise [raiz] (rose, risen) — подниматься, восходить, вставать; подъем, повышение risky ('riskij — рискованный river I'nvaj — река road jroudj — дорога robot ['raubot] — рюбот rock [rt)k| — скала, рок; качать(ся) rodent ['raudantj — грызун role jraul) — роль role-play I'raul plci] — ролевая игра roll jraulj — сверток, рулон; свертывать(ся) romantic jrou'majnukj — романтик; романтичный, романтический room jrurmj — комната, место, пространство roommate |'ru:m,meit] — сосед по комнате round I raund j — круг, раунд; круглый row |гэи| — ряд ruby I'ncbil — рубин; рубиновый rude jruidl — грубый ruin ['ncmj — гибель, крушение, разорение, р)Т1на; разрушать 208 Vocabulary rule |ru:l| — правило; управлять, править run |глп) (ran, run) — бежать rush |глЯ — наплыв, напор, спешка; мчаться, бросаться Russian I'rAjan) — русский rustle I'rAsat) — шелест, шорох; шелестеть ruthless ('ru:01as| — безжалостный sacred I'seiknd) — священный sad |saed| — печальный saddle I'sacdl) — седло; седлать safe Iseif) — сейф; невредимый, безопасный safety I'seifti) — безопасность sail |seil| — парус; идти под парусами same |seimj — тот же самый, одинаковый sand IsacndJ — песок sandboard |'sa:ndb3;d| — сэндборд (доска для скоростного спуска по песчаному склону) sandwich ('saenwic^l — сэндвич satellite I'sactilait] — спутник; спутниковый satisfaction l.saetisTaekfanl — удовлетворение satisfy I'saetisfail — удовлетворять save |saiv| — спасать, экономить say |sei| (said, said) — говорить, сказать Scandinavian |,skxndi'ncivi3n] — скандинавский scarcely ['skeaslij — едва scare |skea| — пугать scene |si:n| — сцена schedule |‘Jcdju:l| — расписание, график; составлять расписание scheme [ski:m| — схема scholarship ['skola/ipl — стипендия school bag I'skirl Ьгед] — школьная сумка schoolmate I'skidmeit] — школьный товарищ science I'saiansj — наука basic science — ф^-ндаментальная наука scientist ['saiantist] — ученый score [ska;! — счет scout (skautl — разведчик, скаут scrawl |skr3;l| — каракули; писать каракулями scrupulous ('skru:pjuias| — скрупулезный sculpture I'skAlptfal — скульптура sea lsi:| — море search |s3;tn — поиск; искать, обыскивать seat |si:t] — сиденье, стул; усаживать second I'sckandl — секунда; второй secretary I'sekritori] — секретарь section I'sekjanl — параграф, секция, сечение, разрез secure |si'kjua| — надежный, безопасный seem |si:m| — казаться seldom ['seldaml — р>едко select (si'lektl — выбирать; отборный, избранный selection |si'lekJon| — выбор, отбор self-confidence |,sclf'konfidans) — самоуверенность self-esteem |,sclf i'sti:m| — чувство собственного достоинства sell |sel| (sold, sold) — продавать semester Isi'mcstal — семестр send |send| (sent, sent) — посылать, отправлять sense Isens] — чувство, смысл; чувствовать sensible |'sensibl| — разумный, здравомыслящий sentence |’sentans| — предложение separate |'scparcit| — разделять(ся), отделать(ся) separate |'separit| — отдельный serious I'siariasI — серьезный set |sei| (set, set) — набор; ставить, устанавливать, класть, помещать settle I'setl] — поселять(ся) settlement I'setlmant] — поселение, поселок several I'sevarai] — несколько severe |si'via| — жестокий, суровый sew |sao] (sewed, sewn) — шить, пришивать shaft Lfa-ft] — рукоятка, ствол, шахта shake l/eik| (shook, shaken) — встряхивать, сотрясать(ся), дрожать shall [/oil (should) — в 1 л. ед. и мн. ч. обозначает буд)тцее время, во 2 и 3 л. ед. и мн. ч. выражает намерение, уверенность shape Lfcip) — форма; придавать форму share Lfeol — доля, часть; разделять поровну sharp Lfcrpl — острый, резкий shawl 1/э:1) — шаль she 1Я| — она shine Lfam| (shone, shone) — сиять ship Lfipl — корабль shirt Цз;1] — рубашка shiver rjivo) — дрожать, трястись shock [jbkl — потрясение, шок; потрясать, шокирювать shoes I'Juiz) — туфли shopping I'JopiDl — хождение по магазинам short иэд| — короткий short-sleeve |j3i 'sicv) — с коротким рукавом should Lfad| — следует shoulder |'/3ulda| — плечо shout Lfautl — крик, возглас; кричать show Lfau| (showed, shown) — показывать shut IjAtl (shut, shut) — закрывать(ся) Siberia |saibiaiia| — Сибирь sibling I'sibliol — брат или сестра sick |sik] — больной, чувствующий тошноту side Isaid) — сторона sign |sain| — знак, признак; подавать знак signal ('signal) — сигнал; сигналить significant |sig'mfikant| — важный, значи.мый signif) I'signifai) — значить, означать silence ['sailans] — молчание, тишина 209 Vocabulary silk |ы1к| — шелк; шелковый similar I'simalal — сходный, похожий similarity |,simriaenti| — сходство simple I'simpol) — простой simplicity |sim'plisiii| — простота simplify I'simplifail — упрощать simultaneous |,sim3rieinias| — одновременный since Isms) — c, c тех nop как sincere [sin'sial — искренний sing Isiol (sang, sung) — петь single I'siQgll — сингл; единственный, не состоящий в браке siren I'saiaranI — сирена sister I'sistal — сестра sit |sit| (sat, sat) — сидеть, заседать situation |,silju'eij3n| — положение, ситу'аиия size (saizl — размер skate |skcii| — кататься на коньках skateboarding I'skcitbxdiQl — катание на скейтборде skeleton I'skelitan] — скелет skiing [ski:io| — катание на лыжах skill [skill — мастерство, ловкость, навык skin jskinl — кожа, шкура skirt |sk3:t| — юбка skull [ькл1| — череп skydiving |'skai,daiviQ| — затяжные прыжки с парашютом slave [sleiv| — раб sleep (sILpI (slept, slept) — спать sleeveless |'sli;vlos) — без рукавов slice |slais| — тонкий ломтик чего-либо slightly I'slaitli] — слегка, немного slot [slotI — щель, прорезь slow |sl3u| — медленный slowly I'slauli] — медленно small |smD:l) — маленький smart jsmat) — умный, находчивый, нарядный smell |smel| (smelt, smelled) — запах, обоняние; пахнуть, чувствовать запах smile [small] — улыбка; улыбаться smoke [smauk] — дым; курить smoking [smaukiol — курение smuggle ['smAQll — заниматься контрабандой smuggler ['snugla] — контрабандист snatch [sna:fj — хватать, вырывать sneeze [sni:z[ — чихать snow [snau] — снег; заносить снегом snowboarding ['snaubardiol — катание на сноуборде so [sau| — так, таким образом, настолько, итак soap [saup[ — мыло; мыльная опера sob [sob] — рыдание; рыдать, всхлипывать social ['sau/all — общественный, социальный society (sa'saiitil — общество soft [soft) — мягкий software [‘sDfiwea[ — программное обеспечение solar ['saula[ — солнечный soldier ['saulcfeal — солдат solution |sa'lu:Jan| — решение, раствор solve [snlv) — решать some [sAm| — некоторый, какой-то; некоторое количество; несколько, немного somebody |‘sAmbndi| — кто-то someday ['s.\mdei| — однажды somehow [‘sAmhaul — как-то someone (‘sAmwAnj — кто-то something j'sAmOioj — что-то sometimes ['sAmtaimz) — иногда somewhere I'sAmwcal — где-то son [sAn| — сын song [sDrjj — песня soon [sicnl — скорю, вскоре soot [sut] — сажа sophisticated [saTistikeitid[ — искушенный в жизненных делах, непростой sorry j'sDril — огорченный, полный сожаления sort [soli — сорт, вид; сортировать soul |saul| — душа sound |saund| — звук; звучать; здоровый, крепкий soup Isicpl — суп source |so:s| — источник south |ьаив| — юг spa |spa:| — спа, курорте минеральными водами space |sp>eis| — пространство, космос; космический Spanish |'5ра;шЛ — испанский spare |spea| — запасной, лишний, свободный spark |spo:k| — искра; искриться speak |spi:k| (spoke, spoken) — говорить speaker |'spi;ka| — оратор, спикер spear [spia| — копье special |'spejal| — особенный, специальный species |'spi:fi:z| — вид (биол.) specific |spi'sifik| — особенный, специфический spectacles ('spektakalz[ — очки spectator |spek'tcita| — зритель speech IspL^I — речь speed (spi:d| — скорюсть spell [spell (spelt, spelled) — писать слово по буквам spelling I'speliri) — правописание, орфография spend [spend[ (spent, spent) — тратить, расходовать, проводи гь (время) spin [spin| (span, spun) — вращать(ся), крутить! ся) spiral ('spaiarall — спираль spiritual I'spmtfual) — духовный spiritualit>’ [,spmtfu'a:litil — д'у'ховность spook ['spu:k| — путать sport (spoil — спорт 210 Vocabulary sporty I'spD^il — спортивный spray |sprei| — распылитель: брызгать spring Ispriol — весна square |skwea| — площадь, квадрат; квадратный stadium |'stcidiam| — стадион staff |sia;fl — штат служащих, персонал stage |‘steict;| — сцена; ставить (спектакль) stand [siacndj (stood, stood) — стоять standard I’stajndad | — норма, стандарт; стандартный star |sta) — звезда start Istat) — CTapi ; начинать, стартовать state Istcitl — состояние, государство, штат, заявлять, утверждать statement I'sicitmoni] — заявление, утверждение station [‘stcijon] — станция statistics |s(a'listiks| — статистика stay |stei| — останавливаться, оставаться step (step) — ступенька, шаг; шагать stem |stem| — стебель; произрастать из stick |stik| (stuck, stuck) — приклеивать(ся), липнуть; палка, трость still |stil| — тихий, неподвижный; все еще stimulate I'stimjulcit) — стимулировать stone |st3un| — камень stop |stop| — останавливать(ся) story |'si3:ril — рассказ straight |strcit| — прямой; прямо straightforward |,streit'f3:wad| — честный, прямой strange Istreincfel — странный, ч)'жой, чуждый stranger |‘streintha| — незнакомец, чужестранец strap (straepl — пристегивать strategy I'strsetidsi] — стратегия street Isirinl — улица strength |streo6| — сила stress (sires) — стресс, ударение: подчеркивать stretch Istre^") — растягивать, тянуться strict |stnkt| — строгий striking I'straikiol — поразительный strong [strool — сильный structure I'sirAkiJal — структура student |'stju:dant| — студент, учащийся study I'stAdil — исследование, кабинет; учиться, изучать stuff |stAf) — материал, вещество; набивать stunning I'siAnir)! — ошеломляющий, великолепный style Istaill — стиль stylish I'stailiJl — стильный subject I'sAbifeikt I — учебный предмет, подлежащее submit [sab'mit | — подавать на рассмотрение subtle I'SAtl) — неуловимый, едва заметный succeed (sak'sed) — достигать цели, преуспевать success (sak'ses) — успех successful (sak'sesfal) — успешный such (sAifl — такой sudden I'SAdn) — внезапный suddenly I'sAdnlij — внезапно suffer I'sAfa) — страдать, претерпевать suffix [‘sAfiks] — суффикс suggest (sa'dicstl — предлагать, предполагать suggestion (sa’tfecstfanl — предположение, предложение suit |su3| — мужской костюм; удовлетворять требованиям suitable I'sictabal] — подходящий sum |sAm| — сумма; суммировать summarise |'sAmaraiz| — резюмировать summary |'ьлтэг1| — краткое изложение summer I'sAma] — лето; летний summit |'sAmit| — встреча на высшем уровне sun (sAnl — солнце superficial |,su;pa'tijal| — поверхностный superlative |su:'p3:lativ) — превосходная степень supper I'sApaj — ужин supply (sa'plai) — припасы; снабжать support |s3'p3:t| — поддержка: поддерживать suppose (ss'pauzl — полагать suppress |s3'pres| — подавлять sure 1/э:| — верный, несомненный, уверенный surely |'/э:П| — надежно, несомненно surface |’s3:fisl — поверхность surfing |'s3:fiol — серфинг surprise (ss'praizl — удивление, сюрприз; удивлять surrender |s3'renda| — сдавать(ся) survey |‘5зле1| — обозрение survey IsaVei] — обозревать survival (sa'vaivall — выживание survive Isa'vaiV'l — выживать sustain (sa'steinl — поддерживать sustainable IsD'stcinabal] — устойчивый, жизнеспособный sweet I swell — конфета: сладкий sweetheart |'swi3ho;tl — дорогой, любимый swim Iswirn) (swam, swum) — плыть, плавап, swimming ('swirmol — плавание swing (swiol (swung, swung) — качать(ся) switch (switf) — выключатель, переключатель; переключать, выключать syllable I'sibbal] — слог symbol I'simbal) — символ symbolise [sirnbolaiz| — символизировать system I'sistiml — система table I'teibll — стол tailcoat Cteilkautl — фрак tailor I'teibl — портной 211 Vocobulory take |teik| (took, taken) — брать, взять talent I'tfclant] — талант, дар, способность tale |tcil| — сказка talk jt-Tkl — разговаривать tall |Id:I| — высокий target |'ia:gii| — цель; целевой task |tu:sk| — задание, задача taste Iteist] — вкус; иметь вкус, пробовать на вкус tasty I'tcisti) — вкусный tax [ueks| — налог; облагать налогом taxi I'ucksil — такси teach |ti:tn (taught, taught) — п{>еподавать, обучать teacher — учитель team |ii:m] — команда technological |,tekna'lix)^ik3l] — технологический technology Itek'nola^il — технология teenage |Ч|:пе|ф| — в возрасте от 13 до 19 лет teenager |'ti:nci();3| — подросток telephone (4elif3un| — телефон; звонить telescope |Чс1|$кзир| — телескоп tell [tell (told, told) — рассказывать temperature Г!етрзгз^з| — температура temple [‘tempi] — храм tend [tendI — иметь склонность, тенденцию к чему-либо tendency [‘tendsnsi] — склонность, тенденция tennis ['tents] — теннис tense I tens I — время (гром.)-, напряженный tension ['ten/зп] — напряжение, напряженность term [t3:m| — срюк, семестр terminate ['t3:mineit[ — заканчивать terrible ['tenbal) — ужасный terrify ['terifai] — ужасать test [test] — испытание, тест; испытывать text [tekst] — текст than [дэп[ — чем thank [0жг)к[ — благодарить Thanksgiving [,6a:r)ks'gtviQ[ — День Благодарения that [d*t| — тот, та, то; что theatre |'ei3t3| — театр their |дэ| — их them [бэт] — им theme [вгт] — тема then [бэп] — тогда, потом, затем, в таком случае theorem ['01эгэт| — теорема theory ['01эп[ — теория there [без) — там, туда therefore ['бсоГэ:] — поэтому, следовательно they [бс1] — они thick [0ik[ — толстый, густой thin [01п[ — худощавый, тонкий, разреженный thing [Oirij — вещь, предмет think [0iQk| (thought, thought) — думать, полагать this [6is| — это, этот, эта those [дэи/[ — те though [бзо[ — хотя, несмотря на threat [0rct[ — угроза threaten ['0rctn| — угрожать thrill [0п1| — вызывать или испытывать дрожь; глубокое волнение thrilling ['0nliri| — волнующий through [0ru:l — сквозь, через, по throughout [0ru;'aul[ — во всех отношениях, повсюду, через throw [0гэи[ (threw, thrown) — бросать tick [iik| — галочка; делать отметку ticket I'tikit] — билет tide [laid] — прилив tidy [‘taidi) — опрятный, аккуратный tie [tail — галстук; привязывать, завязывать till [III] — до тех пор пока time [taim] — вр>емя timer ['taims] — таймер timetable ['taim,teib3l| — расписание tiny [ ‘tainij — крошечный tips ['lips] — советы, чаевые tired [taisd] — утомленный title ['taill) — заголовок, титул today [ta'deil — сегодня together [сэ'дебэ] — вместе Tokyo ['t3uki3«j| — Токио tolerant ]'Ц)1згзЩ] — терпимый tomb [tu:mj — могила, склеп tomorrow [ts'mDtsu) — завтра tongue [tAol — язык tonight [is'nait] — сегодня вечером, этой ночью too [ta'I — тоже, также tool [tu:l[ — инструмент top [top] — верх, верхушка, вершина; верхний topic I'lnpik] — тема tortoise CiD-tasI — черепаха; черепаховый torture ['toitfal — пытка; пытать, м^-чить totally |'t3Utli| — полностью touch [tAtf] — (при)касаться, притрагиваться tough [lAf) — жесткий, трудный tourist I'tuanst] —турист; туристический toward [t3'vo;dzl — к, по направлению к tow-n [taun[ — город trace [treis] — след; проследить track [trseki — след; преследовать, выслеживать tractor ['tiTckol — трактор tradition [trs'dijan] — традиция traditional [irD'di/DnalJ — традиционный traffic ['trasfikj — движение, транспорт trail [trcil] — след, дорога; гащить(ся) train [ircin] — поезд; тренировать(ся) trainers ['ircinoz] — крюссовки, кеды translate [tracns'leit] — переводить translation [trsens'leijan] — перевод 212 Vocabulary transport rtnenspD:t| — транспорт; перевозить trapeze-like |tra'pi:/ laik| — в форме трапеции travel |'tra;v3l| — путешествовать traveller ('tracvalo) — путешественник tray |trci| — поднос treat |tri;l] — угощение; обращаться, обходиться, угощать, лечить treaty riri:ti| — договор tremendous Iln'mendas] — громадный trend |trcnd| — общее направление, тенденция trendy I'lrcndi) — модный (разе.) triangle I'traiso^all — треугольник trip [tripl — короткое путешествие trouble I'trAbal) — волнение, тревога; тревожить, беспокоить trousers I'trauzozl — брюки true llru;) — верный, правдивый truly |‘tru:li| — правдиво, в самом деле truth |tru;6| — правда, истина try |trai) — попытка; пытаться стараться T-shirt I'li:Ja.'tJ — футболка tube |tju;b| — труба, трубка, лондонское метро tune |lju:n| — мелодия, музыка tuneful [tjurnfal] — мелодичный tunnel |'(лп1| — тоннель turn |1з:п| — поворот; поворачивать(ся) take turns — делать по очереди TV |,ti; Vi:| — телевизор, телевидение twice ItwaisJ — дважды, вдвое twin |tw'in| — близнец type Itaipl — тип; печатать на машинке typical ['tipikall —типичный и иК = the United Kingdom (ju'keil — Соединенное Королевство (Великобритании и Северной Ирландии) unable |лп'с|Ьэ1| — неспособный что-то сделать unacceptable |,лпзк'зср1эЬэ1| — неприемлемый unaware |,Ana‘wea| — незнающий, неведающий uncle |'локэ1) — дядя under I'Anda) — под underground ['Andagraund) — метрополитен underline [,Anda'lainl — подчеркивать understand |/^nd3'sta:nd| (understood,understood)— понимать unfair |,АпТеэ| — несправедливый, нечестный unforgettable I.Anfo'getaball — незабываемый unfortunately (AnToitfanaili] — к несчастью unhealthy (An'hclOil — нездоровый uniform i‘ju:nifD;m) — форма, униформа unify ['jicnifail — объединять, соединять unit I'ju.nrtI — единица измерения, раздел курса university |,ju:ni'v3:siti] — университет-, университетский unknown |,Ап'пэип| — неизвестныв unless |An'les| — если не unlike lAn'Iaik) — непохожий на; в отпгак unlikely |An'laikli| — маловероятно unpleasant |An'plezanl| — неприятный unreal |,лп'пз11 — ненастоящий, поддетьный. фальшивый until lAn'til) — до, до тех пор пока unusual |Ап')и:зиэ1| — необычный up (ар1 — вверх, кверху upon |э'рпп| — на upset |,Ap'set| (upset, upset)— расстраиваться; расстроенный be / get upset — расстраиваться up-to-date |,лр ta 'deit| — современный USA = the United State of America j, ju; es 'ei| — США use Ijus] — польза, употребление use Liu;?I — использовать, применять useful |'ju;sfal| — полезный usual CJur^ual) — обычный usually ['ju;3uali| — обычно vaguely IVeiglil — неясно, смутно, нечетко, отчасти valuable I'vseljuabal) — ценный value |'va:lju;| — ценность, стоимеють variety [va'rdiati] — многообразие, разнообразие various [‘veariasl — различный vehicle I'vfcikal) — транспортное средство verb |v3:bl — глагол version (V3;/3n] — версия very I'vcriJ — очень veterinary IVetannaril — ветеринар; ветеринарный via I'vaia] — через, сквозь victim I'viktiml — жертва video I'vidisu) — видео(фильм) view |vju:| — вид, взгляд, мнение violent IVaiabntJ — сильный, яростный violinist l,vaia'lmist| —скрипач virus (Vaiaros) — вирус visit I'vizitl — посещение, визит; посещать visitor (Vizital — посетитель vital (‘vaitll — жизненный, насущный vitality Ivai'tielitil — жизнеспособность vocabulary (vs'kaebjularil — словарь, словарный запас voice (voisj — голос volcanic [vnl'kasnik] — вулканический vote |vaulj — голосование; голосовать 213 Vocabulary W wail |wcil] — вопль, скорбный крик, стенание, завывание: стенать, оплакивать wait (well) (for) — ждать кого-либо walk |w.-):k| — прогулка; гулять, ходить пешком wall |wo:l| — стена waltz |wd;Is1 — вальс; вальсировать want (wontI — хотеть, желать war (wo; I — война warm |wo;m| — теплый warn (warn I — предупреждать warning |‘wo:nir)| — предупреждение warrior (‘wDria) — воин waste |weist| — трата (бесполезная)-, тратить без толку watch |wDt/| — часы наручные; смотреть, наблюдать water |‘wD:t3j — вода; поливать wave |weiv| — волна; махать (рукой) way |wei| — путь, дорога, образ действия, способ WC |wi| — мы weak |wi;k| — слабый, хилый wear IweaJ (wore, worn) — носить (одежду) weather |‘we63] — погода web |web| — паутина, сеть (в том числе интернет) wedding IVediol — свадьба week |wi:k| — неделя weekend l,wi:k'cnd) — выходные, уикенд weigh |wei| — весить, взвешивать weird |wi3d| — странный welcome I'welkamj — приветствовать; Добро пожаловать! well |wel| — колодец; хорошо; здоровый well-known (,wcl 'пэип! — известный west I west I — запад wet |wet| — влажный what |wm| — что, какой, который whatever [wot'cval — что бы ни; любой wheel |wi:l] — колесо when I wen) — когда where Iwea] — где whether I'weda) — ли which Iwitfl — который, какой (из) while I wail) — пока, в то время как who |hu;| — кто, который whole I haul) — весь, целый whom |hu:m| — кого, кому, которого whose )hu:z) — чей why (wai) — почему, зачем wide |waid| — широкий wife Iwaif) — жена wild |waild| — дикий will I will — вспомогательный глагол будущего времени win I win I (won, won) — выигрывать wind (waind) (wound, wound) — виться, скручиваться window I’windau) — окно winner I'wms) — победитель winter ISvmta) — зима; зимний wish |wi/| — желание; желать with (wid| — c within |wid'in| — B, внутри without Iwid'aui) — без woman |‘wtjm.')n| — женщина wonder I'wMidDl — чудо; удивляться, хотет ь знать wonderful CwAndofall — чудесный, удивительный wood (wud| — небольшой лес, роща, древесина wooden I'wodn) — деревянный woollen (wulan) — шерстяной word |w3:dj — слово word-formation |,w3:d fs'meijon) — словообразование work |w3;k) — работа; работать world [w3:ld] — мир, вселенная worry ['wAri) — беспокоиться worth |W3K)| — стоящий (внимания, времени) would [wud) — вспомогательный глагол/модаль-ный глагол write I rail 1 (wrote, written) — писать wrong [mol — неверный; неверно yachting I'jotiol — парусный спорт yawn Уэ:п) — зевать year Uid) — год yell {jcl] — прюнзительный крик; кричать, вопить yesterday I'jestsdi) — вчера yet [jtt| — еще, еще не, все еще, уже you [ja] — ты, вы, тебе, вам. тебя, вас young IjAol — молодой your Ija) — твой, ваш youth [ju;01 — юность: юноша, молодежь zero I'zisrau) — ноль; нулевой zoom (zu:m) — увеличивать изображение zorb I’zDib) — зорб (двойной надувной шар для спуска по склонам) 214 Издательство “Титул” выпускает единую линию учебно-методических комплектов для 2-11-х классов “Английский с удовольствием” / “Enjoy English”: для 2-4 классов — учебники ‘Enjoy English-Г, “Enjoy English-2" (Part 1. Part 2), книги для учителя. Прописи, рабочие тетради, аудиокассеты, сборник песен “Game-Songs" с аудиокассетой для 2-4 классов (новая редакция с июня 2006 года) — учебники, книги для учителя, рабочие тетради, аудиоприложение (аудиокассеты, CD MP3), сборник песен "Game-Songs" с аудиокассетой, обучающие компьютерные программы “Enjoy the ABC", "Enjoy Listening and Raying" для 5-6 классов—учебник, книга для учителя, книга для чтения для 6-го класса, рабочая тетрадь, аудиоприложение (аудиокассета, CD МРЗ), видеоприложение для 7 класса — учебник, книга для учителя, рабочая тетрадь, аудиоприложение (аудиокассета, CD МРЗ). видеоприложение для 8 класса — учебник, книга для учителя, рабочая тетрадь, аудиоприложение (аудиокассета, CD МРЗ), видеоприложение для 9 класса — учебник, книга для учителя, рабочая тетрадь № 1. рабочая тетрадь № 2 “Контрольные работы", аудиоприложение (аудиокассеты. CD МРЗ). видеоприложение для 10 класса — учебник, книга для учителя, рабочая тетрадь № 1. рабочая тетрадь № 2 “Контрольные работы", аудиоприложение (аудиокассеты. CD МРЗ) для 11 класса — учебник, книга для учителя, рабочая тетрадь № 1, рабочая тетрадь № 2 'Контрольные работы", аудиопр>иложение (аух1иокассеты, CD МРЗ) Авторская программа курса (2-11 классы) Интернет-поддержка учебников и дополнительные материалы • на сайте www.titul.m ■ на интернет-портале www.englishteachers.ru По вопросам приобретения книг слеоует обращаться в издательство 'Титул': 24903S. г. Обнинск Калужской обл . а/я 5055. тел.: (48439) 9-10-09, факс: (48439) 9-10-00. е-та*: [email protected] (книга почтой), [email protected] (оптовые покупатели). iSEN ;7е-Н€?6€-:27-1 9 785868 66527Г> Издательство “Титул”